The relationship between library anxiety and learning styles among graduate students: Implications for library instruction

Research output: Contribution to journalArticlepeer-review

46 Citations (Scopus)

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 languageEnglish
Pages (from-to)235-249
Number of pages15
JournalLibrary and Information Science Research
Volume20
Issue number3
DOIs
Publication statusPublished - 1998
Externally publishedYes

ASJC Scopus subject areas

  • Information Systems
  • Library and Information Sciences

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