The Experts below are selected from a list of 315 Experts worldwide ranked by ideXlab platform
Anthony J Onwuegbuzie - One of the best experts on this subject based on the ideXlab platform.
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the impact of information technology on Library Anxiety the role of computer attitudes
Information Technology and Libraries, 2017Co-Authors: Qun G Jiao, Anthony J OnwuegbuzieAbstract:Over the past two decades, computer-based technologies have become dominant forces to shape and reshape the products and services the academic Library has to offer. The applicationo of Library technologies has had a profound impact on the way Library resources are being used. Although many students continue to experience high levels of Library Anxiety, it is likely that the new technologies in the Library have led to them experiencing other forms of negative affective states that may be, in part, a function of their attitude towards computers. This study investigates whether students' computer attitudes predict levels of Library Anxiety.
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role of Library Anxiety on cooperative group performance
Library Review, 2008Co-Authors: Qun G Jiao, Kathleen M T Collins, Anthony J OnwuegbuzieAbstract:Purpose – The purpose of this paper is to examine the extent that cooperative group members' levels of Library Anxiety, operationalized as barriers with staff, affective barriers, comfort with the Library, knowledge of the Library and mechanical barriers, predict: group performance, namely, the quality of an article critique assignment and research proposal assignment; and the degree that heterogeneity (namely, variability of the five Library Anxiety dimensions) is related to this outcome variable.Design/methodology/approach – Participants were 107 postgraduate students enrolled in a research methodology course at a mid‐southern university in the USA. Groups (n = 1) formed the unit of analysis. An all possible subsets multiple regression analysis was used to identify an optimal combination of Library Anxiety variables that predicted the group performance score.Findings – It was found that cooperative learning groups attaining the lowest scores on the article critique and research proposal assignments comb...
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the relationship between citation errors and Library Anxiety an empirical study of doctoral students in education
Information Processing and Management, 2008Co-Authors: Qun G Jiao, Anthony J Onwuegbuzie, Vicki L WaytowichAbstract:The present study investigated whether levels of Library Anxiety predict simultaneously the citation error rate and quality of reference lists in doctoral dissertation proposals among 93 doctoral students in education. This study was unique for at least two reasons. First, it was one of the first studies to examine bibliographic citation inaccuracies in doctoral research proposals. Second, the current investigation was one of the first to investigate the psychological characteristics of doctoral students who commit such errors. A canonical correlation analysis revealed a multivariate relationship between levels of Library Anxiety and both the citation error rate and quality of reference lists. This finding suggests that level of Library Anxiety plays an important role in students' ability to construct accurate reference lists. The implications of these findings are discussed.
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critical thinking disposition and Library Anxiety affective domains on the space of information seeking and use in academic libraries
College & Research Libraries, 2007Co-Authors: Nahyun Kwon, Anthony J Onwuegbuzie, Linda AlexanderAbstract:Because both critical thinking and Library Anxiety have been found to play an important role in determining learning outcomes, it is possible that these two constructs are related in some way. To date, however, this link has not been empirically examined. In the present study, we have attempted to identify the nature of the association between critical thinking disposition and Library Anxiety among 170 graduate students. Findings revealed a negative multivariate relationship between these two sets of affective variables. Specifically, weak dispositions toward critical thinking were associated with high levels of Library Anxiety. Implications of the findings were discussed with respect to the approach to teaching information literacy in academic libraries.
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the relationship between race and Library Anxiety among graduate students a replication study
Information Processing and Management, 2006Co-Authors: Qun G Jiao, Anthony J Onwuegbuzie, Sharon L BostickAbstract:Despite the large volume of literature on racial differences in academic performance between African Americans and Caucasian Americans at various educational levels, there has been a dearth of research examining whether the academic Library experience is an important variable that helps explain the racial differences observed in educational outcomes. To date, only one empirical study has examined the racial differences in Library Anxiety among college students. Specifically, Jiao et al. [Jiao, Q. G., Onwuegbuzie, A. J., & Bostick, S. L. (2004). Racial differences in Library Anxiety among graduate students. Library Review, 53(4), 228-235] found that African-American graduate students reported statistically significantly lower levels of Library Anxiety associated with three Library Anxiety dimensions than did their Caucasian-American counterparts. However, because the two racial groups selected for the study differed in the types of institution they attended, the researchers were unable to conclude whether the differences found in the Library Anxiety levels were the result of race or the groups' educational experience/aptitude. Therefore, the present study replicated Jiao et al.'s earlier research while addressing this concern. Findings revealed that the African-American graduate students (n = 25) reported consistently lower levels across all five dimensions of Library Anxiety than did the Caucasian-American graduate students (n = 155). These two studies suggest that racial differences in Library Anxiety exist in the college student population.
Qun G Jiao - One of the best experts on this subject based on the ideXlab platform.
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the impact of information technology on Library Anxiety the role of computer attitudes
Information Technology and Libraries, 2017Co-Authors: Qun G Jiao, Anthony J OnwuegbuzieAbstract:Over the past two decades, computer-based technologies have become dominant forces to shape and reshape the products and services the academic Library has to offer. The applicationo of Library technologies has had a profound impact on the way Library resources are being used. Although many students continue to experience high levels of Library Anxiety, it is likely that the new technologies in the Library have led to them experiencing other forms of negative affective states that may be, in part, a function of their attitude towards computers. This study investigates whether students' computer attitudes predict levels of Library Anxiety.
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role of Library Anxiety on cooperative group performance
Library Review, 2008Co-Authors: Qun G Jiao, Kathleen M T Collins, Anthony J OnwuegbuzieAbstract:Purpose – The purpose of this paper is to examine the extent that cooperative group members' levels of Library Anxiety, operationalized as barriers with staff, affective barriers, comfort with the Library, knowledge of the Library and mechanical barriers, predict: group performance, namely, the quality of an article critique assignment and research proposal assignment; and the degree that heterogeneity (namely, variability of the five Library Anxiety dimensions) is related to this outcome variable.Design/methodology/approach – Participants were 107 postgraduate students enrolled in a research methodology course at a mid‐southern university in the USA. Groups (n = 1) formed the unit of analysis. An all possible subsets multiple regression analysis was used to identify an optimal combination of Library Anxiety variables that predicted the group performance score.Findings – It was found that cooperative learning groups attaining the lowest scores on the article critique and research proposal assignments comb...
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the relationship between citation errors and Library Anxiety an empirical study of doctoral students in education
Information Processing and Management, 2008Co-Authors: Qun G Jiao, Anthony J Onwuegbuzie, Vicki L WaytowichAbstract:The present study investigated whether levels of Library Anxiety predict simultaneously the citation error rate and quality of reference lists in doctoral dissertation proposals among 93 doctoral students in education. This study was unique for at least two reasons. First, it was one of the first studies to examine bibliographic citation inaccuracies in doctoral research proposals. Second, the current investigation was one of the first to investigate the psychological characteristics of doctoral students who commit such errors. A canonical correlation analysis revealed a multivariate relationship between levels of Library Anxiety and both the citation error rate and quality of reference lists. This finding suggests that level of Library Anxiety plays an important role in students' ability to construct accurate reference lists. The implications of these findings are discussed.
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the relationship between race and Library Anxiety among graduate students a replication study
Information Processing and Management, 2006Co-Authors: Qun G Jiao, Anthony J Onwuegbuzie, Sharon L BostickAbstract:Despite the large volume of literature on racial differences in academic performance between African Americans and Caucasian Americans at various educational levels, there has been a dearth of research examining whether the academic Library experience is an important variable that helps explain the racial differences observed in educational outcomes. To date, only one empirical study has examined the racial differences in Library Anxiety among college students. Specifically, Jiao et al. [Jiao, Q. G., Onwuegbuzie, A. J., & Bostick, S. L. (2004). Racial differences in Library Anxiety among graduate students. Library Review, 53(4), 228-235] found that African-American graduate students reported statistically significantly lower levels of Library Anxiety associated with three Library Anxiety dimensions than did their Caucasian-American counterparts. However, because the two racial groups selected for the study differed in the types of institution they attended, the researchers were unable to conclude whether the differences found in the Library Anxiety levels were the result of race or the groups' educational experience/aptitude. Therefore, the present study replicated Jiao et al.'s earlier research while addressing this concern. Findings revealed that the African-American graduate students (n = 25) reported consistently lower levels across all five dimensions of Library Anxiety than did the Caucasian-American graduate students (n = 155). These two studies suggest that racial differences in Library Anxiety exist in the college student population.
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racial differences in Library Anxiety among graduate students
Library Review, 2004Co-Authors: Qun G Jiao, Anthony J Onwuegbuzie, Sharon L BostickAbstract:This study compared the five subscale scores and total scale scores of the Library Anxiety Scale from 135 Caucasian‐American and 45 African‐American graduate students. Findings indicated that the Caucasian‐American sample reported significantly higher levels of Library Anxiety associated with three of the five subscales than did the African‐American sample. A canonical discriminant analysis also revealed significant differences between the two racial groups, with Caucasian‐American graduate students reporting significantly higher levels of Library Anxiety associated with the same three subscales than their African‐American counterparts. These findings suggest that race appears to be a predictor of Library Anxiety levels. The implications of the findings on academic Library services and future research are discussed.
Robin Veal - One of the best experts on this subject based on the ideXlab platform.
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the relationship between Library Anxiety and off campus adult learners
Journal of Library Administration, 2002Co-Authors: Robin VealAbstract:The focus of this research is to assess the level of Library Anxiety of off-campus adult learners (n=143) enrolled in a Master of Arts (M.A.) in Education program offered at various off-campus locations. The off-campus adult learner's level of Library Anxiety will be accessed using the LAS (Library Anxiety Scale, Bostick, 1992). Also examined will be the degree that the following variables impact the Library Anxiety level of off-campus adult learners: age, gender, previous Library instruction, physical distance from an academic Library, length of time available to research the topic, and access to materials. A small statistically significant relationship was found between composite Library Anxiety score and the variable amount of time available. Descriptive data pertaining to age and gender was consistent to the extant research.
Nosheen Fatima Warraich - One of the best experts on this subject based on the ideXlab platform.
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the relationship between emotional intelligence Library Anxiety and academic achievement among the university students
Journal of Librarianship and Information Science, 2020Co-Authors: Sajjad Ullah Jan, Mumtaz Anwar, Nosheen Fatima WarraichAbstract: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 vi...
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Library Anxiety Library use and academic performance of undergraduate students in pakistan
Library Review, 2016Co-Authors: Sajjad Ullah Jan, Mumtaz Anwar, Nosheen Fatima WarraichAbstract: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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Library Anxiety and Emotion Perception Among the Undergraduate Social Sciences Students: A Relationship Study
Behavioral & Social Sciences Librarian, 2016Co-Authors: Sajjad Ullah Jan, Mumtaz Anwar, Nosheen Fatima WarraichAbstract:ABSTRACTPrevious research has mostly focused on the demographic and academic correlates of Library Anxiety. This study focused on the “Library Anxiety” and “emotion perception” of students, with the objective of examining the relationship between these two concepts. In total, 279 self-reporting questionnaires were used for analysis. The results confirmed the existence of the phenomenon of Library Anxiety, with these students being more anxious regarding the “user education” and “user knowledge” factors. They showed greater skills of emotion perception. A negatively significant relationship appeared between Library Anxiety and emotion perception. The results suggest that user education and emotion perception training programs should be developed to overcome students' problems.
Noor Harun Abdul Karim - One of the best experts on this subject based on the ideXlab platform.
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a cross cultural evaluation of bostick s 1992 Library Anxiety scale investigating the scale s psychometric properties in a malaysian university Library environment
Malaysian Journal of Library & Information Science, 2017Co-Authors: Noor Harun Abdul Karim, Novera Afaq AnsariAbstract:Sharon L Bostick’s (1992) Library Anxiety Scale has been widely used to assess Library Anxiety among Library users. Little psychometric effort was undertaken to assess the scale’s psychometric properties in an environment where English is not the native language of the Library users. This study was anattempt to cross-culturally validate the scale in a Malaysian university Library environment where the population’s native language is not English. A 49-item modified version of Bostick’s (1992) Library Anxiety Scale was tested among 367 students drawn randomly from a population of 8,432 undergraduate students. The instruments were administered during classroom hours using a selfreported questionnaire. An 84% return rate was achieved in which the questionnaires that were returned were found to be usable. The findings revealed that a 5-factor solution was found which corresponded to the five factors as found by Bostick’s (1992) pioneering psychometric effort on Library Anxiety. The factor “barriers with staff” explained the greatest proportion of variance in the Library Anxiety construct which is consistent with previous studies on Library Anxiety. The overall scale as well as each of the five sub-scales was submitted to an internal reliability assessment using Cronbach’s internal reliability coefficient alpha. With the exception of the modified sub-scale “comfort with Library technology” all the four sub-scales as well as the overall scale were found to have satisfied the 0.70 criteria as recommended by Nunnally and Bernstein (1994). As such the findings were found to be consistent with previous studies that found the scale to be valid as well as internally reliable. More psychometric efforts are needed before the scale can be said to be a useful instrument in assessing Library Anxiety among Malaysian university Library users. A Malay version of Bostick’s (1992) scale would have to be tested before any sound conclusions can be made about the scale’s psychometric soundness and stability in an environment where English is not the native language
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evaluating the psychometric properties of a malay version of bostick s 1992 Library Anxiety scale
Malaysian Journal of Library & Information Science, 2016Co-Authors: Noor Harun Abdul Karim, Noor Rashidalila Ab RashidAbstract:The purpose of this study was to identify the components of Library Anxiety using a Malay version of Bostick’s (1992) Library Anxiety Scale (LAS) and to examine the effects of demographic variables such as gender, native language, year of study, prior exposure to Library services and medium of instruction on the variation in the Library Anxiety construct. A 46-item Malay version of Bostick’s (1992) Library Anxiety Scale (LAS) was tested among 130 medical students drawn randomly from a population of 423 students pursuing their Bachelor of Medicine or Bachelor of Surgery (MBBS) degree. The findings revealed a 3-factor solution which corresponded to the five factors as found by Bostick’s (1992) pioneering psychometric measure of Library Anxiety. The sub-scales of Library Anxiety were termed barriers with staff, affective barriers and comfort with Library technology. The factor barriers with staff explained 19.76% of the variance in the Library construct, followed by affective barriers factor explaining 11.55% of the variance and a third factor comfort with Library technology explained 10.282% of the variance. The overall scale as well as each of the three sub-scales wassubmitted to an internal reliability assessment resulting in a satisfactory Cronbach’s internal reliability coefficient alpha. Despite the fewer number of sub-scales that were yielded by the Malay version of Bostick’s (1992) Library Anxiety Scale (LAS), the translated scale has been shown to be a valid and reliable instrument.
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Library Anxiety among non-native speakers of English: A reappraisal
Information Development, 2016Co-Authors: Janaki Sinnasamy, Noor Harun Abdul KarimAbstract:This paper attempts to highlight the factors causing Anxiety among non-native speakers of English when using academic Library resources, services and facilities. This is crucial now that academic libraries worldwide are increasingly building up their collections of electronic journals and databases, which are predominantly in the English language. Findings from studies among non-native speakers of English reveal that they are susceptible to Anxiety factors, which are rarely reported in studies in the native English-speaking countries. Some of these barriers include: insufficient resources, language, retrieval, lack of Library skills, technology, network, environment and services, computer and physical comfort, and emotional barriers. A search was conducted to analyze the literature published in Library and Information Science Abstracts (LISA) from 1986 until 2014 using the keyword ‘Library Anxiety’. The sample selected was limited to literature on non-native speakers of English. The distinct Anxiety-causi...
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a correlational study of foreign language Anxiety and Library Anxiety among non native speakers of english a case study in a malaysian public university
The Journal of Academic Librarianship, 2014Co-Authors: Janaki Sinnasamy, Noor Harun Abdul KarimAbstract:Abstract This study examines the correlation of the dimensions of foreign language Anxiety and Library Anxiety among undergraduates at a public university in Malaysia. The Malay translated versions of the Foreign Language Classroom Anxiety Scale (FLCAS) and the Library Anxiety Scale (LAS) were completed by 147 students pursuing a Foundation in Science course. Analysis revealed a significant correlation in all the dimensions of Library Anxiety with three of the dimensions of foreign language Anxiety, namely speaking Anxiety, self-evaluation Anxiety, and learner Anxiety. The findings in this study will enable librarians to be aware of the anxieties faced by students which can help in the planning and delivery of services and instruction.
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investigating the effects of students major and bibliographic instruction programme on Library Anxiety sub scale barriers with staff
Malaysian Journal of Library & Information Science, 2013Co-Authors: Noor Harun Abdul Karim, Novera Afaq AnsariAbstract:Karim, N. H. A., & Ansari, N. A. (2013). Investigating the effects of students’ major and bibliographic instruction programme on Library Anxiety sub-scale,‘barriers with staff’. Malaysian Journal of Library & Information Science, Vol.18, no. 3: 39-47.This study examined the effects of antecedent variables students’ major and attendance in bibliographic instruction program on the variation in Library Anxiety sub-scale, ‘barriers with staff’. The study employed a cross-sectional survey design using 367 students drawn randomly from a population of 8432 undergraduate students in a Malaysian institution of higher learning. The analysis of data was based on 308 usable returns. The results of running an independent sample t-test revealed that ‘barriers with staff’ did not significantly discriminate between students majoring in the human/social sciences and those majoring in the pure/applied sciences. Further, ‘barriers with staff’ was found to have significantly discriminated between students who had attended the bibliographic instruction program and those who did not attend such a program. The results of running a 2 X 2 Factorial ANOVA further supported the findings of the two independent sample t-tests in which students major was found to have no significant effect on ‘barriers with staff’ whilst attendance in bibliographic instruction program was found to have a significant effect on ‘barriers with staff’. The results of running a 2 X 2 Factorial ANOVA also revealed a statistically significant interaction effect between students’ major and attendance in bibliographic instruction program on Library Anxiety sub-scale, ‘barriers with staff’. The findings revealed that students majoring in the human/social sciences who had attended the bibliographic instruction program reported the lowest levels of Library Anxiety associated with ‘barriers with staff’ when compared to students majoring in the pure/applied sciences who had not attended such a program. This finding highlights bibliographic instruction program role as a moderating variable rather than as a typical antecedent or independent variable in the Library Anxiety research program.