Abstract
Because library anxiety can be an impediment to academic achievement among graduate students, this study determines the characteristics of this anxiety. Specifically, the relationship between learning style and library anxiety was investigated. A setwise multiple regression analysis revealed that students with the highest levels of library anxiety tend be those who like structure, who are self-motivated, who lack persistence, and who are peer-oriented learners. In addition, they tend to prefer to receive information via the visual mode, but not via either tactile or kinesthetic modes. Finally, these students tend to require mobility in learning environments and do not prefer to undertake difficult tasks in the afternoon. The implications of these findings are discussed.
Original language | English |
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Pages (from-to) | 235-249 |
Number of pages | 15 |
Journal | Library and Information Science Research |
Volume | 20 |
Issue number | 3 |
DOIs | |
Publication status | Published - 1998 |
Externally published | Yes |
ASJC Scopus subject areas
- Information Systems
- Library and Information Sciences