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Journal articles on the topic 'Library anxiety'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 April 2022

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1

Kwon, Na-Hyun. "Library Anxiety and library Anxiety Scale in the Digital Library Environment." Journal of the Korean Society for Library and Information Science 38, no. 2 (June 1, 2004): 29–47. http://dx.doi.org/10.4275/kslis.2004.38.2.029.

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2

Nicol, Erica Carlson. "Alleviating Library Anxiety." Public Services Quarterly 5, no. 4 (November 30, 2009): 278–81. http://dx.doi.org/10.1080/15228950903304657.

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3

Jiao, Qun G., and Anthony J. Onwuegbuzie. "Antecedents of Library Anxiety." Library Quarterly 67, no. 4 (October 1997): 372–89. http://dx.doi.org/10.1086/629972.

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Abusin, K. A., A. N. Zainab, and Noor Harun Abdul Karim. "Sudanese library anxiety constructs." Information Development 27, no. 3 (August 2011): 161–75. http://dx.doi.org/10.1177/0266666911414376.

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5

Jiao, Qun G., and Anthony J. Onwuegbuzie. "Is library anxiety important?" Library Review 48, no. 6 (September 1999): 278–82. http://dx.doi.org/10.1108/00242539910283732.

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SAVITA, SHARMA, and ATTRI POONAM. "LIBRARY ANXIETY OF TEACHER TRAINEES." i-manager’s Journal on Educational Psychology 11, no. 3 (2018): 21. http://dx.doi.org/10.26634/jpsy.11.3.13875.

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7

McPherson, Marisa Alicia. "Library anxiety among university students." IFLA Journal 41, no. 4 (November 24, 2015): 317–25. http://dx.doi.org/10.1177/0340035215603993.

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8

Świgoń, Marzena. "Library anxiety among Polish students: Development and validation of the Polish Library Anxiety Scale." Library & Information Science Research 33, no. 2 (April 2011): 144–50. http://dx.doi.org/10.1016/j.lisr.2010.09.003.

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9

Jan, Sajjad Ullah, Mumtaz Ali Anwar, and Nosheen Fatima Warraich. "Library anxiety, library use and academic performance of undergraduate students in Pakistan." Library Review 65, no. 8/9 (November 7, 2016): 564–77. http://dx.doi.org/10.1108/lr-03-2016-0024.

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Purpose The purpose of this paper is to examine the status of library anxiety, which has received relatively little research attention in Pakistan, and its relationship with library use, academic performance (grade point average), gender and academic discipline among the undergraduate students. Design/methodology/approach Data were collected using a questionnaire from 725 fourth year undergraduate students of three different disciplines from three universities. The participation was voluntary. The data were processed using SPSS version 20. Findings A majority of the respondents (72.1 per cent) experienced a mild library anxiety. The factors: user education and user knowledge were the greatest sources of library anxiety. Findings revealed differences in library anxiety on the basis of gender and academic discipline. Library anxiety and academic performance had a significant negative relationship with each other. Originality/value This is the first study in Pakistan that addressed library anxiety and its relationship with library use, academic discipline and academic performance using a large group (N = 725) of undergraduate students.

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Jerabek, J. Ann, Linda S. Meyer, and S. Thomas Kordinak. "“Library anxiety” and “computer anxiety:” Measures, validity, and research implications." Library & Information Science Research 23, no. 3 (September 2001): 277–89. http://dx.doi.org/10.1016/s0740-8188(01)00083-4.

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11

Wildemuth, Barbara. "Library Anxiety Impedes College Students’ Library Use, but May Be Alleviated Through Improved Bibliographic Instruction." Evidence Based Library and Information Practice 12, no. 4 (December 30, 2017): 275. http://dx.doi.org/10.18438/b8k082.

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A Review of: Jiao, Q. G., Onwuegbuzie, A. J., & Lichtenstein, A. A. (1996). Library anxiety: Characteristics of ‘at-risk’ college students. Library & Information Science Research, 18(2), 151-163. https://doi.org/10.1016/S0740-8188(96)90017-1 Abstract Objective – To identify the characteristics of college students that are related to their experiences of library anxiety. Design – Survey, analyzed with multiple regression. Setting – Two universities, one in the mid-south and one in the northeastern United States. Subjects – 493 students from those two universities. Methods – The students responded to two questionnaires: the Library Anxiety Scale developed by Bostick (1992), and a Demographic Information Form that included questions about students’ gender, age, native language, academic standing and study habits, library instruction received, and library use. Spearman’s rank correlation was used to identify those demographic characteristics that were correlated with library anxiety. Multiple regression analysis was used to develop a model for predicting library anxiety. Main Results – The study found that age, sex, native language, grade point average, employment status, frequency of library visits, and reasons for using the library contributed significantly to predicting library anxiety. Library anxiety was highest among young male students who did not speak English as their native language, had high levels of academic achievement, were employed while in school, and infrequently visited the library. While the overall regression model was statistically significant and explained 21% of the variability in library anxiety, the individual correlations with library anxiety were generally weak (the strongest was a -0.21 correlation with frequency of library visits). Conclusion – The authors conclude that many students experience library anxiety, and recommend that libraries make every effort to be welcoming. In addition, they recommend that library instruction should be introduced at the high school level and, in college, incorporated into the classes that require library research. In this setting, library anxiety should be addressed during the instruction, and classroom teachers should plan to assist students in the early stages of their research.

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Husaini, Haslinda, Rafidah Abdul Aziz, Che Zainab Abdullah, and Yanty Rahayu Rambli. "Behaviour towards ICT and Library Anxiety." Procedia - Social and Behavioral Sciences 67 (December 2012): 182–88. http://dx.doi.org/10.1016/j.sbspro.2012.11.319.

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Lu, Yunhui, and Denice Adkins. "Library anxiety among international graduate students." Proceedings of the American Society for Information Science and Technology 49, no. 1 (2012): 1–4. http://dx.doi.org/10.1002/meet.14504901319.

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Parks, Cecelia. "Testing a Warmth-Based Instruction Intervention for Reducing Library Anxiety in First-Year Undergraduate Students." Evidence Based Library and Information Practice 14, no. 2 (June 12, 2019): 70–84. http://dx.doi.org/10.18438/eblip29548.

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Abstract Objective – This study aimed to test the efficacy of a warmth-based library instruction intervention in reducing rates of library anxiety in first-year undergraduate students. "Warmth" is a concept that is commonly discussed within literature on library anxiety, but to date no studies have explicitly tested the application of a warmth-based instruction intervention. First-year students are ideal targets for this intervention because they are the most likely to experience library anxiety. Methods – A quasi-experiment was conducted examining library anxiety rates in first-year undergraduate students at a public research university in the U.S. South. A one-shot warmth-based instruction session focusing on the emotional dimensions of library use was compared to a standard one-shot instruction session. Library anxiety was measured using a modified version of Bostick's Library Anxiety Scale as a pretest and posttest. Results – Results indicated that both warmth-based and standard library instruction were associated with a decrease in participants' library anxiety rates without significant differences between the types of instruction. However, warmth-based instruction was correlated with greater reductions in areas of library anxiety related to interactions with library workers. Though library anxiety rates decreased significantly after experiencing library instruction, participants exhibited low levels of library anxiety before their library instruction session occurred. Conclusion – Though warmth-based instruction did not have a significantly different impact than standard library instruction on general library anxiety, the intervention tested in this study suggests strategies that could be used to increase student comfort with library workers. This study also demonstrates a successful method to include emotional factors such as library anxiety in academic libraries' regular assessment programs. Focusing assessment on students' skills and knowledge alone risks ignoring an important aspect of student engagement and missing opportunities for academic libraries to connect with students. Assessment of emotional components of library instruction initiatives is especially crucial to ensure and demonstrate that libraries are using their resources effectively to maximize student success.

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Hong-Ryul Kim. "A Study on the Library Anxiety of Public Library Users." Journal of Korean Library and Information Science Society 39, no. 4 (December 2008): 461–78. http://dx.doi.org/10.16981/kliss.39.4.200812.461.

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jang bo Seong, NamYoungJoon, and 김은정. "Measurement and Analysis of Library Anxiety among Library Handicapped User." Journal of Korean Library and Information Science Society 41, no. 3 (September 2010): 309–27. http://dx.doi.org/10.16981/kliss.41.3.201009.309.

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DiPrince, Elizabeth, Amber Wilson, Chrissy Karafit, Amanda Bryant, and Chris Springer. "Don’t Panic! Managing Library Anxiety with a Library Survival Guide." Reference & User Services Quarterly 55, no. 4 (July 1, 2016): 283. http://dx.doi.org/10.5860/rusq.55n4.283.

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Many academic library users, particularly incoming college freshmen, are unsure about what the library offers, how it is useful, where they can receive assistance. A library guide or handbook, if designed to appear interesting and relevant to students, can address these issues. This article examines the creation, distribution, and assessment of a library survival guide given to incoming college freshmen. The goal of the guide was to decrease library anxiety and familiarize new students with library resources and services. Results and revisions of future editions of the guide are also discussed.

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Onwuegbuzie, Anthony J. "Writing a research proposal: The role of library anxiety, statistics anxiety, and composition anxiety." Library & Information Science Research 19, no. 1 (January 1997): 5–33. http://dx.doi.org/10.1016/s0740-8188(97)90003-7.

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Priyanto, Ida Fajar. "Coping with Library Anxiety Using Interactive Technology." Pustabiblia: Journal of Library and Information Science 1, no. 1 (July 10, 2017): 1. http://dx.doi.org/10.18326/pustabiblia.v1i1.1-6.

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A library has been viewed as a place for learning outside of the classroom. The information technology that has resulted in digital library does not replace a library as a place. It enhances the library’s role as a learning place. However, students often experience what is called as “library anxiety” when visiting a library, especially when they visit it for the first time. Adding more technological applications will make current users get better information. And it will also help cope with any library anxiety.

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Lund, Brady D., and Matthew Walston. "Anxiety-uncertainty management theory as a prelude to Mellon's Library Anxiety." Journal of Academic Librarianship 46, no. 4 (July 2020): 102160. http://dx.doi.org/10.1016/j.acalib.2020.102160.

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Gogoi, Tripti, Mangkhollen Singson, and S. Thiyagarajan. "Library Anxiety Among Marginalized University Students in Northeast India." Evidence Based Library and Information Practice 16, no. 1 (March 15, 2021): 25–45. http://dx.doi.org/10.18438/eblip29626.

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Objective – Library anxiety experienced by students has been discussed extensively for many decades. While the phenomenon is widely recognized, little attention has been paid to seeing its specific effect on marginalized sections of the society. The study attempts to understand the library anxiety experienced by students at three different universities in Assam. Assam is the only state in Northeast India to have private, state, and central universities. These universities draw their student populations from several different hill states in Northeast India, all of which face significant socio-political-economic challenges. Methods – A stratified random sample technique was used for the study. A total of 150 questionnaires were distributed equally among the three universities in Assam and found 119 questionnaires were fit for analysis. The study adopted the modified and validated version of the Bostick Library Anxiety Scale developed by Anwar, Al-Kandari, and Al-Qallaff (AQAK) in 2004, with 32 item statements and 4 categories. The questionnaire is divided into two parts: Demographic Variables and the Library Anxiety Scale. The categories used for the study were: Category 1 (Staff Approachability) – 11 statements; Category 2 (Feelings of Inadequacy) – 6 statements); Category 3 (Library Confidence) – 8 statements; and Category 4 (Library Constraints) – 7 statements. Results – The study hypothesized that factors such as gender, the language of instruction, type of university, and caste or community do not influence library anxiety among Northeast India students. However, the study's findings suggest that type of university influences library anxiety among students and its three constructs. Tezpur university students experience a higher level of library anxiety. Although no overall significant difference in the level of library anxiety was observed among students across gender (p=0.278, p> 0.05), the language of instruction (p=0.023, p> 0.05), castes and communities (p=0.223, p> 0.05), there was a significant difference in one construct of library anxiety among students based on gender (feelings of inadequacy), the language of education instruction (staff approachability), caste and community (feelings of inadequacy). Conclusions – Results from the present study provided compelling evidence to suggest that many students, irrespective of their gender, the language of instruction, type of university, discipline, and caste or community experience library anxiety. The difference levels of library anxiety among independent variables indicate a critical lack of information literacy skills. Overall, library anxiety scores among the students were moderate; some categories such as staff approachability, the feeling of inadequacy, and library constraint are the attributes of the students' anxiety. However, the findings of the study also suggest that students are confident in using the library. They are optimistic, enthusiastic, and keen to use library resources.

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Oh, Sun-Hye, and Sung-Sook Lee. "A Study on the Library Anxiety of Public Library Senior User." Journal of the Korean BIBLIA Society for library and Information Science 23, no. 1 (March 30, 2012): 257–76. http://dx.doi.org/10.14699/kbiblia.2012.23.1.257.

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Jiao, Qun G., and Anthony J. Onwuegbuzie. "Dimensions of library anxiety and social interdependence: implications for library services." Library Review 51, no. 2 (March 2002): 71–78. http://dx.doi.org/10.1108/00242530210418837.

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Nieves-Whitmore, Kaeli. "The Relationship between Academic Library Design and Library Anxiety in Students." portal: Libraries and the Academy 21, no. 3 (2021): 485–510. http://dx.doi.org/10.1353/pla.2021.0027.

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Biglu, Mohammad-Hossein, Mostafa Ghavami, and Sahar Dadashpour. "Big Five Personality Factors and Library Anxiety." Journal of Behavioral and Brain Science 06, no. 09 (2016): 377–85. http://dx.doi.org/10.4236/jbbs.2016.69036.

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McAfee, Erin. "Shame: The Emotional Basis of Library Anxiety." College & Research Libraries 79, no. 2 (March 2018): 237–56. http://dx.doi.org/10.5860/crl.79.2.237.

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Jiao, Qun G., and Anthony J. Onwuegbuzie. "Perfectionism and library anxiety among graduate students." Journal of Academic Librarianship 24, no. 5 (September 1998): 365–71. http://dx.doi.org/10.1016/s0099-1333(98)90073-8.

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Shelmerdine, Anna J. "Library Anxiety: Stories, Theories and Possible Solutions." Journal of the Australian Library and Information Association 67, no. 4 (October 2, 2018): 343–52. http://dx.doi.org/10.1080/24750158.2018.1534281.

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Parker, Stephen. "From library anxiety to mobile Internet use." Information Development 27, no. 3 (August 2011): 145–46. http://dx.doi.org/10.1177/0266666911414378.

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Cleveland, Alison. "Library anxiety: a decade of empirical research." Library Review 53, no. 3 (April 2004): 177–85. http://dx.doi.org/10.1108/00242530410526583.

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Jan, Sajjad Ullah, Mumtaz Ali Anwar, and Nosheen Fatima Warraich. "The relationship between emotional intelligence, library anxiety, and academic achievement among the university students." Journal of Librarianship and Information Science 52, no. 1 (July 22, 2018): 237–48. http://dx.doi.org/10.1177/0961000618790629.

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Emotional intelligence has a strong link with academic anxieties. It is apparent from the published literature that a student with high emotional intelligence would face low academic anxiety and vice versa. Similarly, library anxiety, which is an academic anxiety, also affects students’ academic performance. Library anxiety of students may increase or decrease along with their ability to understand and manage their own emotions and those of others. However, there is a dearth of literature on the relationship between these two concepts. Data regarding these concepts were collected from university undergraduates. Findings established significant relationships between emotional intelligence, library anxiety and academic performance among the participants. This study has practical implications for academicians and professional librarians to deal with the library anxiety of students and their academic performance.

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Noprianto, Eko. "Factors Affecting Library Anxiety of Graduate School Students in Gadjah Mada University." Record and Library Journal 5, no. 2 (December 22, 2019): 207. http://dx.doi.org/10.20473/rlj.v5-i2.2019.207-217.

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Background of Study: The library has an important role in supporting the process of education and research in a university. Students need a library as a place to study, discuss, work on assignments, or do research. But sometimes students who visit the library feel uncomfortable and confused about the condition they are facing that is usually known as library anxiety.Purpose: This study aims at identifying library anxiety among Graduate School Students in Gadjah Mada University, and examine several factors considered to affect library anxiety, namely barriers to service by librarians, affective, library comfort, knowledge of the library, mechanical/technological, information retrieval, regulation, resources.Method: This is aquantitative deductive research, using a survey approach. The population were Graduate School Students at Gadjah Mada University, with a total sample of 60 students taken by purposive sampling technique. Data were collected using questionnaires. The data were analyzed using smartPLS 3.0.Finding: The results showed that 95% of Graduate School students at Gadjah Mada University experienced library anxiety. There are 8 factors that affecting library anxiety of Graduate School Students in Gadjah Mada University, namely barriers to service by librarians, affective, library comfort, knowledge of the library, mechanic/technology, information retrieval, regulation, resources.Conclution: The library anxiety experienced by Graduate School students in Gadjah Mada University is 100% influenced by those 8 factors tested in this study.

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Koos, Jessica A. "Library Staff Need More Support in Order to Alleviate Teaching Anxiety." Evidence Based Library and Information Practice 16, no. 4 (December 15, 2021): 135–37. http://dx.doi.org/10.18438/eblip30041.

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A Review of: Lundstrom, K., Fagerheim, B. & Van Geem, S. (2021). Library teaching anxiety: Understanding and supporting a persistent issue in librarianship. College & Research Libraries, 82(3), 389-409. https://doi.org/10.5860/crl.82.3.389 Abstract Objective – To determine academic librarians’ attitudes towards their teaching, how teaching anxiety manifests itself, and how teaching anxiety affects these attitudes. Design – Online Survey. Setting – The survey was distributed through various library science listservs. Subjects – Any library staff with a teaching component in their role were invited to respond. There was a total of 1,035 initial responses. Methods – The survey questions were based on a previously published survey about teaching anxiety by Davis (2007). However, the survey for this study added questions about formal and self-diagnosis of other types of anxieties, physical and psychological anxiety symptoms, and how teaching anxiety impacts other areas of the respondents’ lives. There were also questions on potential supports to reduce teaching anxiety, as well as potential barriers to these supports. Main Results – It was found that approximately 65% of respondents experience teaching anxiety. Approximately 40% of those respondents were formally diagnosed with anxiety, and approximately 42% were self-diagnosed. There was a significant association between a formal diagnosis of anxiety, and teaching anxiety. There were also significant associations between past training, preparation, and teaching anxiety, with anxiety occurring less with increased training and preparation. Conclusion – Teaching anxiety is a significant issue among library staff. Supports in the form of workshops on teaching as well as coping with anxiety can possibly help to reduce this phenomenon.

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Onwuegbuzie, Anthony J., and Qun G. Jiao. "I’ll Go to the Library Later: The Relationship between Academic Procrastination and Library Anxiety." College & Research Libraries 61, no. 1 (January 1, 2000): 45–54. http://dx.doi.org/10.5860/crl.61.1.45.

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Approximately 95 percent of college students procrastinate on academic tasks such as writing term papers, studying for examinations, and keeping up with weekly reading assignments. At the graduate level, an estimated 60 percent of students procrastinate on academic tasks. Academic procrastination stems primarily from fear of failure and task aversiveness. It has been theorized, though not tested empirically, that highly anxious graduate students typically procrastinate while engaged in library-related tasks. This study investigated the relationship between academic procrastination and library anxiety at the graduate level. Participants included 135 graduate students enrolled in three sections of a required introductory-level educational research course. Findings revealed that, overall, academic procrastination was significantly positively related to the following dimensions of library anxiety: affective barriers, comfort with the library, and mechanical barriers. A canonical correlation analysis revealed that academic procrastination resulting from both fear of failure and task aversiveness was related significantly to barriers with staff, affective barriers, comfort with the library, and knowledge of the library. Implications for library anxiety reduction as a procrastination intervention are discussed.

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Needham, Gill. "There is a Significant Relationship Between Computer Attitudes and Library Anxiety Among African American Graduate Students." Evidence Based Library and Information Practice 2, no. 1 (March 14, 2007): 147. http://dx.doi.org/10.18438/b8ww2j.

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Objective – To investigate whether African American students’ computer attitudes predict levels of library anxiety. Design – A user study in which two instruments were administered to a group of graduate students to measure computer attitudes and library anxiety. Setting – The College of Education at an historically black college and university in the United States of America. Subjects – Ninety-four, predominantly female, African American graduate students, ranging in age from 22-62 years old, and enrolled in either a statistics or a measurement course. Methods – Two instruments, the Computer Attitude Scale (CAS) and the Library Anxiety Scale (LAS) were administered to all the study participants. The Computer Anxiety Scale contains forty Likert-type items that assess individuals’ attitudes toward computers and their use. It includes four scales which can be administered separately: 1. Anxiety or fear of computers 2. Confidence in the ability to use computers 3. Liking or enjoying working with computers 4. Computer usefulness The LAS contains forty-three, 5-point, Likert-format items that assess levels of library anxiety experienced by college students. It also has five subscales as follows: 1. Barriers with staff 2. Affective barriers 3. Comfort with the library 4. Knowledge of the library 5. Mechanical barriers Main results – There were twenty correlations between the library anxiety subscale scores and the computer attitude subscale scores. Four of these correlations were statistically significant. Liking or enjoying working with computers was statistically significantly linked to affective barriers, comfort with the library, and knowledge of the library. There was also a statistically significant association between an attitude of computer usefulness and knowledge of the library. Conclusion – These findings suggest that in this group of students there is a medium to strong relationship between computer attitudes and library anxiety.

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Fields Katopol, Patricia. "Information Anxiety and African-American Students in a Graduate Education Program." Education Libraries 35, no. 1-2 (September 19, 2017): 5. http://dx.doi.org/10.26443/el.v35i1-2.313.

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Library anxiety has been cited as one factor affecting academic performance, but library use is only part of obtaining information for academic needs. This paper expands the concept of library anxiety to information anxiety by an examination of the information behavior of black graduate students when using a variety of information resources, including electronic and human. Findings indicate that information anxiety is a continuous element of minority students’ information behavior and creates a barrier to obtaining and using information for academic work.

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Ravena, Rika, and Athanasia Octaviani Puspita Dewi. "Library Anxiety pada Mahasiswa Tingkat Akhir: Studi Kualitatif di UPT Perpustakaan Politeknik Negeri Semarang." Anuva 5, no. 4 (December 4, 2021): 527–42. http://dx.doi.org/10.14710/anuva.5.4.527-542.

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Penelitian ini membahas library anxiety pada mahasiswa tingkat akhir di UPT Perpustakaan Politeknik Negeri Semarang. Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan bagaimana library anxiety yang terjadi pada mahasiswa tingkat akhir di UPT Perpustakaan Politeknik Negeri Semarang. Metode penelitian yang digunakan adalah metode kualitatif dengan pendekatan studi kasus, agar penelitian dapat mengkaji pengalaman informan secara lebih mendalam. Data penelitian diperoleh melalui metode observasi, wawancara, dan studi dokumen dengan mengkaji enam faktor library anxiety milik Multidimensional Library Anxiety Scale (MLAS) yang dikembangkan oleh Van Kampen, kemudian dianalisis menggunakan metode analisis data model alir Miles dan Hubberman. Hasil penelitian menunjukkan bahwa library anxiety pada masing-masing mahasiswa tingkat akhir memiliki pengalaman yang berbeda-beda. Terdapat dua faktor yang paling banyak dialami oleh informan, yaitu berkaitan dengan pentingnya pemahaman tentang tata cara penggunaan perpustakaan dan kenyamanan yang dirasakan dalam menggunakan teknologi. Sementara itu, penelitian menghasilkan faktor yang paling berpengaruh terhadap library anxiety pada mahasiswa tingkat akhir, khususnya di UPT Perpustakaan Politeknik Negeri Semarang, diantaranya meliputi: banyaknya fasilitas dan layanan yang tersedia, pentingnya kegiatan pendidikan pemakai, intensitas kunjungan, hambatan dengan staf, dan kurangnya informasi terkait sumber online yang tersedia di perpustakaan.

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Mellon, Constance A. "Library Anxiety: A Grounded Theory and Its Development." College & Research Libraries 76, no. 3 (March 1, 2015): 276–82. http://dx.doi.org/10.5860/crl.76.3.276.

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This qualitative study explored the feelings of students about using the library for research. Personal writing, collected in beginning composition courses over a two-year period, was analyzed for recurrent themes. It was found that 75 to 85 percent of the students in these courses described their initial response to library research in terms of fear. Three concepts emerged from these descriptions: (1) students generally feel that their own library-use skills are inadequate while the skills of other students are adequate, (2) the inadequacy is shameful and should be hidden, and (3) the inadequacy would be revealed by asking questions. A grounded theory of library anxiety was constructed from these data.

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Avidiansyah, Zulfa, Nunung Prajarto, and Ida Fajar Priyanto. "Library Anxiety among the First-Year Undergraduate, Master’s, and Doctoral Students at Universitas Gadjah Mada." Record and Library Journal 7, no. 1 (June 29, 2021): 92–111. http://dx.doi.org/10.20473/rlj.v7i1.110.

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Background of the study: As a unit in a University, library has a role to help users by providing library services, especially for the first-year students who are accepted in large numbers each year. The large number of admitted first-year students need attention from university, especially library, by conducting socialization activity to reduce library anxiety. There are still many first-year students feel anxiety in themselves. Purpose: This study aims to measure the first-year student’s anxiety level in and to compare anxiety level of students who participate and do not participate in library services socialization, between levels, factors, and between groups of external and internal factors that affect the anxiety level of first-year students. Method: This study used a quantitative approach by using survey research method. There were 336 respondents that involved in this study; 236 respondents from undergraduate program, 87 respondents from master program, and 13 respondents from doctoral program. This study used convenience sampling to collect the data and SPSS 25 to analyze the data. Findings: The results of this study indicate that the first-year students have low anxiety level. Conclusion: There is a significant difference between students who participated and those who did not participate in socialization activity; they have different library anxiety level at all levels; There is a significant difference between the factors affecting anxiety level of first-year students; There is no

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Lawless, Lenard J. "An Examination of Library Anxiety at Cape Breton University." Evidence Based Library and Information Practice 6, no. 3 (September 14, 2011): 16. http://dx.doi.org/10.18438/b8jc9x.

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Abstract:

Objective – Library anxiety as a phenomenon has been discussed for decades. While it is generally recognized, seeing its effects within a specific institution can often be difficult. This study examined the presence and degree of library anxiety among students at Cape Breton University in Canada. Methods – A modified version of the Library Anxiety Scale (LAS) was provided to the students via an online survey. Invitations to take the survey were sent to students by email and via the Student Union’s social networking site. Results – The average score on the LAS showed only mild anxiety levels among all the respondents. When categorizing the results by either program of study or program year, the results vary from no to mild anxiety. Little variation was seen between the sexes, with both males and females scoring close to the overall average of mild anxiety. Conclusions – With no segments of the student body scoring in the moderate to severe levels, the overall LAS scores for Cape Breton University’s students appear to be in a range that could be considered “normal.”

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Barratt, Mark. "Information anxiety." Information Design Journal 7, no. 1 (January 1, 1993): 86–89. http://dx.doi.org/10.1075/idj.7.1.12bar.

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Mellon, Constance A. "Library Anxiety: A Grounded Theory and Its Development." College & Research Libraries 47, no. 2 (March 1, 1986): 160–65. http://dx.doi.org/10.5860/crl_47_02_160.

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Jiao, Qun G., Anthony J. Onwuegbuzie, and Art A. Lichtenstein. "Library anxiety: Characteristics of ‘at-risk’ college students." Library & Information Science Research 18, no. 2 (March 1996): 151–63. http://dx.doi.org/10.1016/s0740-8188(96)90017-1.

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Onwuegbuzie, Anthony J. "Identifying Library Anxiety through Students' Learning-Modality Preferences." Library Quarterly 69, no. 2 (April 1999): 202–16. http://dx.doi.org/10.1086/603054.

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45

Hornby, Susan. "Book Review: Library Anxiety: Theory, Research and Application." Journal of Librarianship and Information Science 36, no. 3 (September 2004): 138–39. http://dx.doi.org/10.1177/096100060403600308.

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Anwar, Mumtaz A., Charlene L. Al-Qallaf, Noriah M. Al-Kandari, and Husain A. Al-Ansari. "AQAK: A library anxiety scale for undergraduate students." Journal of Librarianship and Information Science 44, no. 1 (January 18, 2012): 36–46. http://dx.doi.org/10.1177/0961000611425568.

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Sinnasamy, Janaki, and Noor Harun Abdul Karim. "Library anxiety among non-native speakers of English." Information Development 32, no. 5 (July 9, 2016): 1621–30. http://dx.doi.org/10.1177/0266666915617520.

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Jiao, Qun G., and Anthony J. Onwuegbuzie. "Reading ability as a predictor of library anxiety." Library Review 52, no. 4 (June 2003): 159–69. http://dx.doi.org/10.1108/00242530310470720.

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Jiao, Qun G., Anthony J. Onwuegbuzie, and Sharon L. Bostick. "Racial differences in library anxiety among graduate students." Library Review 53, no. 4 (May 2004): 228–35. http://dx.doi.org/10.1108/00242530410531857.

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Jiao, Qun G., Kathleen M. T. Collins, and Anthony J. Onwuegbuzie. "Role of library anxiety on cooperative group performance." Library Review 57, no. 8 (September 5, 2008): 606–18. http://dx.doi.org/10.1108/00242530810899586.

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