Library Anxiety Scale Research Articles

Library Anxiety Among Undergraduate Students with Visual Disabilities

Library anxiety, a phenomenon characterized by discomfort, fear, or other negative emotions associated with navigating libraries, is a significant issue for many undergraduate students. This study, which examined the library anxiety reported by 37 visually disabled undergraduate students across seven state universities in Indonesia, sheds light on this critical topic. The measurement of library anxiety was based on the Malay Version of Bostick's Library Anxiety Scale, as adapted by Karim and Rashid (2016), which includes three factors: barriers with service providers, affective boundaries, and comfort with library technology. The research also explores library anxiety as a variable itself. The findings, derived from a descriptive quantitative research method using purposive sampling, reveal that visually disabled students experienced low levels of library anxiety. However, the anxieties experienced involved navigating the library facility and engaging with library technology. Notably, library anxiety, as its culminating variable, showed that male students experienced a higher level of library anxiety than female students. This study underscores the importance of applying the Bostick scale to explore more disabled students’ experiences with library anxiety, providing valuable insights for educators, policymakers, and researchers.

Measuring Library Anxiety of Students in University Libraries of Bangladesh Applying Bostick’s Scale

Academic achievement can be significantly impacted by using library resources and services, but anxiety about libraries may limit students' willingness to use them. Less initiative is taken to assess user anxiety levels in academic libraries in Bangladesh. This study assessed library anxiety levels, evaluated the effect of library anxiety on comfort with library service and technology as well as measured individual differences in library anxiety by different demographic groups applying Bostick's Library Anxiety Scale (LAS). Bostick's LAS was adapted as per the academic library environment, including forty-eight items under five dimensions with a five-point Likert scale. A survey was conducted among 392 students from two private, one international and two public universities in Bangladesh. For data analysis, negatively worded statements were reverse-scored so that all the statements were scored in the same direction. The multiple regression analysis was done to evaluate the effect of library anxiety on comfort with library service and technology. The individual differences in library anxiety were computed through ANOVA and Independent Sample T-test by different demographic groups. The overall mean score of library anxiety was 3.99 out of 5, indicating that library anxiety level was reasonably low among the students. Affective and staff barriers significantly affected comfort with library services as well as affective, cognitive, and staff barriers significantly affected comfort with library technology. The overall and dimensional library anxiety was significantly different among the users by category of university and user. Numerous statistical methods supported sampling adequacy, reliability, and validity of the adapted scale that will prompt further studies on assessing library anxiety in academic libraries locally and globally. The findings would have significant policy and practical implications for developing and implementing strategies that help students feel less anxious and do better academically. Keywords: Effect, Library anxiety, Bostick’s Scale, Individual Difference, University libraries, Bangladesh.

Library Anxiety Among Marginalized University Students in Northeast India

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.

Library anxiety among Omani and Saudi Arabian international students: A case study at the University of South Carolina, USA

The purpose of this paper is to investigate variables that may contribute towards increasing or decreasing the level of library anxiety among Saudi and Omani students studying at the University of South Carolina, Columbia, USA. The study used an explanatory sequential mixed methods design. Semi-structured interviews were conducted with several international students from Saudi Arabia and Oman to determine the main factors that lead to a high level of anxiety in the library. The Library Anxiety Scale, designed by Anwar et al., was used for conducting this study; t-test and one-way Analysis of Variance (ANOVA) were used for analyzing the data.The findings indicated that students who participated in library training courses score lower on the library anxiety scale than students who did not it. The study further revealed that the students listed the highest affective barriers and library knowledge barriers when looking at the mean score of each dimension of library anxiety. This type of exploration has never been done before and the main function of this study is to recognize the existence and impact of library anxiety among Saudi Arabian and Omani students who are studying at U.S. colleges and universities.

Üniversite Öğrencilerinde Kütüphane Kaygısı: Anadolu Üniversitesi Örneği

Kütüphane kaygısı ile ilgili yapılan çalışmalar, konunun üniversite düzeyinde öğrenim gören bireylerin bilgiye ve bilgi kaynaklarına verimli bir biçimde ulaşmalarını engelleyen ve onların akademik başarılarını olumsuz yönde etkileyen bir durum olduğunu göstermektedir. Bu çalışmanın amacı; kütüphane kaygısı kuramının kütüphanecilik ve bilgi yönetimi alanında yapılan çalışmalar ışığında gelişim sürecini inceleyerek; Anadolu Üniversitesi Merkez Kütüphanesi'ni kullanan öğrencilerin kütüphane kaygı düzeylerini ortaya çıkarmaktır. Çalışmada ayrıca, araştırma sonucunda elde edilen bulgulara dayalı olarak, üniversite ve kütüphane yönetimine yararlı olacağı düşünülen çeşitli öneriler sunulmaktadır. Araştırmada; Bostick tarafından oluşturulan Kütüphane Kaygısı Ölçeği'nin günümüz koşullarına uyarlanmış bir sürümü kullanılmıştır. Verilerin analizinde frekans analizi, faktör analizi, ortalama, bağımsız örneklemler t-testi ve tek yönlü ANOVA kullanılmıştır. Araştırma bulgularına göre; katılımcılar, kütüphane bilgisiyle ve kütüphaneyi kullanma kısıtlamalarıyla ilgili olarak hafif kaygılıdır. Mekanik engeller ve kütüphane personeliyle ilgili olarak orta kaygılı, duygusal ve kütüphaneyi kullanırken hissettikleri rahatlık/güven (kütüphane yapısı ile ilgili engeller) faktörüne göre ise şiddetli kaygı düzeylerindedir. Çalışmada ayrıca; kütüphane kaygısına, en çok, duygusal engellerin yol açtığı sonucuna ulaşılmıştır.

Testing a Warmth-Based Instruction Intervention for Reducing Library Anxiety in First-Year Undergraduate Students

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.

Library Anxiety Among the Students of the Deparment of Information and Records Management, Kastamonu University

It is already known that library anxiety is a common issue which causes many negative effects on students’ success and can even lead to library use avoidance. The main aim of this study is to examine if the undergraduate students of Information and Records Management in Kastamonu University have experienced library anxiety and to determine the level of experienced anxiety. It is also examined whether library anxiety they feel, was related to trait anxiety of those undergraduate students. The department of Information and Records Management in the Faculty of Science and Letters, in Kastamonu University was established in 2006 and began to admit students in 2014, and the current student population of the department (2015) has risen to 78. First, it was measured if there is a relationship between two variables; trait and state anxiety of 57 undergraduate students by Zung Self Rating Scale for depression. Then library anxiety was measured using the Bostick’s Library Anxiety Scale. The survey’s findings showed that about 77 percent of the students experienced library anxiety. Besides it was also found that the students’ library anxiety is independent from their trait anxiety which its level is 40,8.

Library Anxiety Impedes College Students’ Library Use, but May Be Alleviated Through Improved Bibliographic Instruction

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.

Use of Bostick’s Library Anxiety Scale (LAS) in a developing country perspective

PurposeThis paper aims to explore the use of Bostick’s (1992) Library Anxiety Scale (LAS) in a developing country perspective to find out the level of anxiety among university students and to identify the underlying factors that contribute to this phenomenon.Design/methodology/approachA slightly modified 43-item LAS was used to collect data from 350 students at Dhaka University. For data analysis, negatively worded statements were reverse-scored so that all the statements are scored in the same direction. The statistical significance is measured using Mann–Whitney (M-W) and Kruskal–Wallis (K-W) tests. The M-W tests were conducted to examine the differences in students’ library anxiety scores in terms of their age and educational levels. The K-W tests were conducted to examine the differences in students’ ratings on LAS items in terms of their age and faculty enrolment. Exploratory factor analysis (EFA) was conducted on the survey data to examine the factors contributing to students’ anxiety. Finally, confirmatory factor analysis (CFA) was used to test the convergent validity of the measures chosen to represent each factor construct.FindingsThe result of this study indicated that library anxiety exists amongst Dhaka University students, as most LAS scores fell above 3 on a 5-point Likert scale. The individual differences in terms of gender, age, educational level and frequency of library visit were not significant for most of the items. The EFA, after several iterations, yielded a five-factor solution for library anxiety constructs although only two factors were found to have met the required reliability scores. The CFA, however, failed to produce any meaningful results. This paper made several recommendations to the university library administration to alleviate the problems that appear to have triggered library anxiety.Originality valueThis is a pioneering study of the use of Bostick’s LAS in Bangladesh. It is hoped that the findings of this study will encourage researchers to develop anxiety scales which would address the need for library services in developing country context.

Evaluating the psychometric properties of a Malay version of Bostick's (1992) Library Anxiety scale

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.

Can research “send me high?” Addressing flow theory

Purpose – The purpose of this study is to find whether undergraduate students in the first discipline-based class can attain flow state while researching. Despite its widespread acceptance and application, flow theory has not been applied to the research process. Moreover, it can further librarians’ knowledge of the importance of affect in information seeking behavior. Design/methodology/approach – Flow is a phenomenological state achieved when skill level is equal to challenge level. Flow experience was operationalized using Z-score analysis as one standard deviation above individuals’ averages. The study used mixed methods including event contingent experience sampling method, Bostick’s library anxiety scale and reflection papers. Following library instruction sessions, undergraduate participants scheduled research consultations with a librarian. Findings – Individual research sessions grew more positive as reflected by Z scores over the semester, with one case of flow. Overall, participants’ library anxiety decreased minimally. Reflection papers reiterated the value of approachability and interest of the librarian, with those who had consultations feeling both increased confidence in their skills and in knowing they had an ally in their research. Research limitations/implications – The original collaborator and pedagogy were not utilized, thereby limiting the scope and sample size. The author was able to collaborate with other faculty. Future research would benefit from a larger sample size and more collaboration. Originality/value – Using flow theory as a model can emphasize the positive aspects of research as interesting and enjoyable, even in the imposed query setting of the classroom, and it can encourage librarians’ display of interest during research consultations.

Do They Think We’re the Frenemy? Examining Student Anxiety and Service Perception in To-day’s Academic Libraries

This study utilized the Undergraduate Multidimensional Library Anxiety Scale (UMLAS) to survey students at two universities in the Southern United States during the 2012-2013 academic year, in order to determine how they felt about the Information Search Process (ISP), their re-search skills, and their attitude towards the library employees and library facilities. It was de-termined that, despite the availability of a broad collection of online library resources at two Universities in the South, a slim majority of students indicated they still prefer to use the library in person. Although most students reported feeling comfortable using a computer, they were less comfortable using a computer at home to access the library online than one might expect. In fact, many students appear to still struggle with basic research skills, such as locating e-books online and locating full text articles, as well as with technical competencies such as downloading articles to an e-reader. Many students also indicated they were not able to find the things they wanted at the library. These same students felt library staff were friendly and helpful but, at the same time, many appeared to believe library employees were too busy to help them and indicated a reluctance to use telephone reference and Interlibrary Loan (ILL) assistance. In addition, alt-hough most students indicated that they visit the library for scholastic pursuits, very few re-sponded that they were visiting the library in order specifically to get help from a librarian. The similarity in results from the two institutions suggests this data may imply a trend for academic libraries nationwide requiring further investigation.

Ansiedad bibliotecaria en estudiantes universitarios

This research aimed to respond a question regarding the level of Anxiety of university students at a private University in the northeast of Mexico based on gender, academic level and age. The study is based on a quantitative approach and used multidimensional library anxiety scale data collection. The sample included 391 students, and results indicated that the level of students' general library anxiety at the university where this research was conducted is low. The three dimensions that had the greatest impact on general library anxiety were the convenience of technology and online access, general library anxiety and research, and library service. Finally, we found no significant difference in students' library anxiety levels based on gender; postgraduate students had lower library anxiety levels than undergraduates, and students under 25 had a higher level of library anxiety than 25-year-old students or older.

Library Anxiety: A Survey on Post-Graduate Students of Pondicherry University, India

The study attempts to understand the library anxiety commonly faced by the students of Pondicherry University. The sample of the study consisted of 110 postgraduate student from various departments. The modified scale of library anxiety based on the foundation of Bostick library anxiety scale along with demographic variables was presented to the students. The questionnaire for reliability and internal consistency of the scale was tested. The result of the study indicates that there is no statistical evidence of library anxiety among students of Pondicherry University, be it the first time user (p = 0.47) or an experience user of library (p = 0.38). Also, there is no statistical difference in the means in respect to gender too (p = 0.11). However, students with previous experience of using the library stated their frustration of limited library resources, faceto-face enquiry service, confusing trying to find their way around the library and missing of library book (p = 0.050).

A Correlational Study of Foreign Language Anxiety and Library Anxiety Among Non-native Speakers of English: A Case Study in a Malaysian Public University

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.

Development and Score-Validation of the Research Anxiety Rating Scale

Most graduate students enrolled in programs within colleges of education are required to complete one or more research methodology courses as a necessary part of their degrees. Unfortunately, it appears that these courses are exceedingly difficult for many students, who typically experience underachievement. Many students experience high levels of anxiety in these classes. Onwuegbuzie (1997) theorized that the anxiety experienced in research methodology classes, termed research anxiety, represents a multidimensional phenomenon. Based on this conceptualization, the Research Anxiety Rating Scale (RARS) was developed. Thus, the purpose of this study was to describe the development of the RARS, as well as to delineate the psychometric properties of this scale. The RARS was administered to a sample of 262 graduate students (Study 2). Evidence of construct-related validity of the RARS was provided via an exploratory factor analysis, using a varimax rotation, in which seven specific factors were identified, explaining 57.1% of the variance in RARS scores. These seven factors were (a) fear of libraries, (b) fear of writing, (c) fear of statistics, (d) fear of conducting research, (e) fear of research language, (f) fear of research courses, and (g) perceived utility and competence. Evidence of criterion-related validity (i.e., concurrent validity) was established via statistically significant correlations between scores on the RARS and scores on the Statistical Anxiety Rating Scale (STARS), the Library anxiety Scale (LAS), and the Writing Apprehension Test (WAT). No gender differences were found with respect to the RARS total scale or subscales. The implications are discussed.

Library Anxiety Among Chinese Students: Modification and Application of LAS in the Context of Chinese Academic Libraries

In this paper, the status of library anxiety among university students in China is studied. With interviews, questionnaires and statistical methods, a modified Chinese Library Anxiety Scale (C-LAS) is developed, considerably different from that previously proposed by Bostick [Bostick, S. L. (1992). The development and validation of the Library Anxiety Scale. PhD dissertation, Wayne State University] and suitable for the Chinese cultural sphere, consisting of seven factors including resources, retrieval, regulations, staff, knowledge, comfort and affection, delineated further into 36 statements in total. Two aspects of users including demographic factors and participation in library training courses are also studied. This study proposes a quantitative measure for the levels of library anxiety in China. The findings also suggest that resources, retrieval, and regulations are the main factors impacting library anxiety and that users' library anxiety levels are related to demographic factors and participation in library training courses.

Library Anxiety Among Undergraduates Enrolled in a Research Methods in Psychology Course

The purpose of this study was to determine the extent to which organized training on accessing library resources affects library anxiety. The researchers revised and used the Multidimensional Library Anxiety Scale created by D. J. Van Kampen-Breit, which was designed to assess an individual's perception of an academic library and the information search process. Participants were given a pretest prior to information literacy sessions and a posttest following these sessions. Data analysis suggests a significant decrease in students’ anxiety levels following information literacy training sessions. The results of this study were applied to C. C. Kuhlthau's Information Search Process model and have implications for librarians, instructors, and students regarding factors related to library anxiety and its effective management.

An Exploratory Study of Library Anxiety in Developmental Education Students

This study examined Library Anxiety in a cohort of developmental English students. Levels of anxiety were measured in 191 students using Bostick's Library Anxiety Scale. Thirteen of those students were then interviewed about their use, knowledge and valuation of their campus library. The results of the interviews were compared against the measured anxiety levels. While use of the library had connections to levels of Library Anxiety, library knowledge was primarily affected by the behaviors and attitudes of classroom instructors. Students held high opinions of the library, and librarians; however, this did not result in better use of it or its resources.

AQAK: A library anxiety scale for undergraduate students

The library environment has drastically changed since 1992 when Bostick’s Library Anxiety Scale was developed. This project aimed to develop a scale specifically for undergraduate students. A three-stage study was conducted, using students of Kuwait University. A variety of statistical measures, including factor analysis, were used to process the data. A test re-test was undertaken to estimate the reliability of the scale. The resulting scale, named AQAK, consists of 40 statements clustered into five factors which are: (1) Library resources, (2) Library staff, (3) User knowledge, (4) Library environment, and (5) User education. This new scale with a Cronbach’s alpha value of 0.904 is 90 percent reliable. The gender of the participants, the type of high school attended, and the college where they are studying have no relationship with library anxiety.