LISR 18,151-183 (1998)

Library Anxiety: Characteristics of ‘At-Risk’ College Students

Qun 0. Jiao Baruch College

The City Universily of New York

Antbony J. Onwuegbuzie Art A. Lichtenstein College of education ~orreyso~ Library

U~iver~j~ of Central ~r~~~

Library anxiety is a psychological barrier to academic success among college students. This study of 493 university students examined factors which predict library anxiety. A setwise multiple regression analysis revealed that eight variables (age, sex, year of study, native language, grade point average, employment status, frequency of library visits, and reason for using the library) contributed significantly to the prediction of library anxiety. Analysis of variance, which included trend analysis, revealed that freshmen reported the highest level of library anxiety, and that this level declined linearly as a function of year of study. Based on these findings, both libmrians and teaching faculty should be aware of the characteristics of high-anxious students, and increase the availability of anxiety-reducing interventions for students.

One of the mjor objectives of library ~s~ction is to promote, develop, and ~~ information literacy, such that students will become self-reliant library users who function effectively as independent lifelong learners. According to the American Library Association Presidential Committee on Information Literacy (1989), the information-literate individual “must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed ~fo~tion” fp. 1). However, due to the ove~he~g amount of logon available from a variety of sources in today’s academic libraries, students are faced with the task of using the library in new and challenging ways (Bostick, 1992).

It appears that a significant pro~~on of students who use a college library lack any si~fic~t library experience (Mech & Brooks, 1995). Unfo~ately, many of these students do not feel comfortable in seeking assistance from library staff (Egan, 1992; Westbrook & DeDecker, 1993). Swope and Katzer (1972) found that 65% of

Direct correspondence to Qun G. Jiao, Baruch College Library, The City University of New York, 151 E 25 Street, Box H0520, Room 233, New York, New York 10010 qmbb@cunyvm.cuny.ed~.

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152 Jiao, Onwuegbuzie, & Lichtenstein

students with specific needs would not ask for assistance from a librarian. The main reasons given for their lack of collation were that they

l Did not want to disturb the librarian; l Felt that their questions were too basic; or, l Were dissatisfied with the previous service of the librarian.

These reasons suggest vague, inconsistent, and erroneous perceptions about libraries and library staff (Hemon & Pastine, 1977; Mech & Brooks, 1995). Indeed, Swope and Katzer (1972) reported that 87% of the questions went unasked. In action, when questions were asked, they tended to be “directional questions” (e.g., “where is the periodicals desk?“) rather than “reference questions” (e.g., “how can I find information on social learning theory?“). This finding is supported by Earabenick and Knapp (1988) who showed that, generally, those students who most need assistance are the least likely to ask for it.

Within the last ten years, library anxiety has been identified as a psychological barrier for many college students. Library anxiety is an ~~o~o~ble feeling or emotional ~s~sition, experienced in a library setting, which has cognitive, affective, physiological, and behavioral ramifications. It is characterized by ruminations, tension, fear, feelings of uncertainty and helplessness, negative selfdefeating thoughts, and mental disorganization, which debilitate information literacy (Jiao & Onwuegbuzie, 1996). In this respect, library anxiety is, for the most part, a negative experience (Fliotsos, 1992). Accordingly, library-anxious students experience more interfering responses during various stages of the information-search process (Kuhlthau, 1988, 199 I), and, as such, tend to focus less of their energy and a~ention on the task itself, thus impeding their learning process (Mech & Brooks, 1995; Mellon, 1988). Library anxiety is situation-specific, inasmuch as the symptoms only appear when students are in or are contemplating a visit to the library (Jiao & Onwuegbuzie, 1996).

BEVIEW OF THE EELATED LITERATURE

Mellon (1986) proposed the first widely accepted concep~i~ion of library anxiety, which arose from a two-year ~i~ive study conducted on 4,000 ~der~~~ students. Mellon found that, for the mjority of students (75%-85%), initial library research experiences induce anxiety, culminating in search-avoidance behaviors, which, in turn, prevent them from developing library skills. Specifically, some students become so anxious about having to collect information in a library that they are unable to approach the task in a systematic manner. Mellon theorized that feelings of anxiety stem from one or more of the following four sources: (1) the relative size of the library (the most prevalent cause); (2) a lack of ~owledge about the location of materials, equipment, and the like; (3) how to initiate their library research, and (4) how to proceed. According to Mellon’s theory, library-anxious students feel that other students are adept at using the library, while they alone are inept; their incompetence is a source of embarrassment and consequently should be kept hidden; and asking questions reveals their ignorance (Mellon, 1988). These students’ reluctance to share their feelings of anxiety apparently cau lead to instructors overestimating their students’ library skills (Jacobson, 1991). Mellon’s theory “has serious implications for basic skills c~cul~ design” (Want & Larson, 1990, p. 106).

Library Anxiety 153

Kuhlthau (1988, 199 1) also has made a large contribution in the area of library anxiety. Indeed, Kulthau’s process model is the only one which incorporates an affective component of the library search process (Keefer, 1993). Kuhlthau (1988) found that anxiety, confusion, and uncertainty among students begin during one of the six stages (i.e., task initiation, topic selection, prefocus exploration, focus formulation, information collection, and search closure) of the research process. This anxiety not only interferes with the necessary mental and creative process, but also exacerbates basic physical locating operations (Keefer, 1993). Possible sources of these feelings of anxiety are unfocused topic selection and lack of a mental model of the research process (Kuhlthau, Turock, George, & Belvin, 1990).

Although there appears to be widespread agreement that library anxiety is a prevalent phenomenon and that additional research is needed to document and expand the dimensions of the theory of library anxiety (Egan, 1992, Mech & Brooks, 1995), there is a paucity of empirical research in this area. Research on library anxiety subsequent to Mellon’s (1986) landmark study has been largely theoretical in nature (e.g., Westbrook & DeDecker, 1993). Even studies which have used either quantitative or qualitative techniques have tended to focus on interventions (e.g., Mensching, 1987; Joseph, 1991; Kupersmith, 1987; Mellon, 1988, 1989; Zahner, 1993). However, before effective interventions can be implemented, it is important that classroom instructors and librarians are cognizant of the students who are most “at-risk” with respect to library anxiety.

An extensive review of the literature resulted in only three empirical studies which have investigated the correlates of library anxiety. Jacobson (1991) found that male high school seniors had significantly higher levels of library anxiety than did female high school seniors. However, the small sample size, coupled with the use of a 4-item scale to measure library anxiety, seriously threaten the validity of this tinding. With regard to the college population, Bostick (1992) found neither gender differences nor any difference among community college, undergraduate, and graduate students in levels of library anxiety. However, the sample was small. Finally, Mech and Brooks (1995) found that neither gender nor frequency of library use were factors of library anxiety in college students, although a relationship was found between students’ assessment of and confidence in their library ability and their anxiety level. However, they did not report the reliability of the instrument used to measure library anxiety.

Even if the findings of these studies are valid, there are still other potential factors of library anxiety which have yet to be investigated. Thus, the purpose of the present study was to investigate the antecedent correlates of library anxiety. Specifically, the main research question which guided the study was: What are the characteristics of library-anxious students, and the factors which place them at risk? The following factors were considered in this study: gender, age, native language, year of study, academic achievement, semester course load, number of earned credit hours, number of library instruction courses undertaken, computer usage experience, study habits, employment status, distance between home and the nearest academic library, frequency of library visits, and reasons for visiting the library.

154 Jiao, Onwuegbuzie, & Lichtenstein

METHOD

Instruments

Two instruments were used in this study: the Library Anxiety Scale (LAS) and the Demographic Information Form @IF). The LAS, developed by Bostick (1992), is a 43- item, 5-point Likert-format instrument which assesses levels of library anxiety. The instrument has five subscales, namely, barriers with staff, affective barriers, comfort with the library, knowledge of the library, and mechanical barriers. Scores for the total scale, which range from 43 to 215, were used as an overall measure of library anxiety. High scores on the scale represent high levels of library anxiety. A Cronbach’s alpha reliability of 80 and a three-week test-retest reliability of .74 were reported by Bostick (1992; for the present study, the reliability of the LAS, as measured by coefficient alpha, was .92).

The Demographic Information Form (DIF), which was developed specifically for this study, recorded relevant demographic information. This information included gender, age, native language, year of study, academic achievement, semester course load, number of course credit hours, number of library ~s~ction courses undertaken, computer usage experience, study habits, employment status, distance lived from nearest academic library, frequency of library visits, and reasons for visiting the library.

Subjects and Procedure

Two hundred and ninety-three mid-southern and 200 northeastern uuiversity students were ~stered the LAS and the DIF. The p~icip~~ were students of the researchers. Since no difference in mean library anxiety level was found between students from the two universities (t = 1.50, p > .OS), responses were combined.’ This culminated in a study of 493 students. The ages of the respondents ranged from 18 to 60 (M = 21.8, SD = 6.1). Less than two-thirds of the sample (61.5%) were femaIe, while 74.3% spoke English as their native language. The number of computer courses taken by the participants ranged from 0 to 9 (M = 1 .O, SD = 1.3), while the number of library ~s~ctio~ courses taken also ranged from 0 to 9 (M = 0.6, SD = 0.8). Subjects took an average of 30.4 mutes to travel to their nearest academic library from their home (Sr, = 29.3), and visited the library at a mean rate of 2.61 per week (&‘D = 2.15). Finally, the majority of students (67.7%) were in either part-time or full-time employment.

RESULTS

Table 1 presents the co~el~o~ between each of the selected variables and library anxiety. Library anxiety correlated si~~c~tly with age, native language, year of

’ Combining the bvo sets of responses was further justified by the finding (via a series of t-test and chi-square analyses) of no significant differences between students from the two universities with respect to gender, age, academic achievement, semester course load, number of earned credit hours, number of library instruction courses undertaken, computer usage experience, study habits, employment status, distance between home and the nearest academic library, and frequency of library visits.

Library Anxiety 155

study, number of library courses undertaken, employment status, frequency of libmry visits, and use of the online/computer index.

TABLE 1 Pearson Product-Moment Correlations of Library Anxiety

With Selected Variables (N = 493)

(I Variable Library Anxiety

Gender

Age Native language Year of study-t Grade Point Average Semester course load Number of earned credit hours Number of library instruction courses undertaken Computer usage experience Study habits Employment status Distance between home and the nearest academic library Frequency of library visits Studying for a class project Searching information for a thesis Getting a book or article for a paper Use of online/computer index

-.05 -.16*‘* -.10* -.15*** .02 .07

-.03 -.14** -.08 -.04 -.12* .05

-.21*** .03 .Ol

-.03 -.lO”

I[Returning books I .05

Notes: t Spearman’s Rank Correlation used l p < .05, l * p < .Ol , *** p < .OOl

Multiple regression analysis was used to determine the relationship between library anxiety and the selected variables. The technique of least squares was used to estimate the regression coefficients in all the models which were fitted Specifically, a setwise regression’ was utilized in order to select an optimal set of variables in terms of maximum proportion of variance explained. All possible models involving some or all of the selected variables were examined (Tabachnick & Fidell, 1989). All variables

‘In setwise regression, separate regressions are computed for all independent variables singly, all possible pairs of independent variables, all possible trios of independent variable, and so on, until the best subset of indepen&nt variable is identified according to some criterion. For this study, the criterion used was the maximum proportion of variance explained (R2). Using this criterion, setwise regression, which finds the R2 value for all possible combinations of the independent variables, will lead to an identification of the model with the largest R2 for each of the nmber of variables considered. This is not to be confused with stepwise regression, in which the order of entry of variables is based solely on statistical criteria. Thus, stepwise regression is not guaranteed to find the model with the largest R2. For further discussion of these techniques, please refer to Hocking (1976).

156 Jiao, Onwuegburie, & Lichtenstein

were entered into the m~tiple regression model except for year of study (i.e., freshmen, sophomore, junior, senior, and graduate), which was neither a ~chotomo~ nor an interval-level variable. The Shapiro-Wilk test (Shapiro & Wilk, 1965; Shapiro, Wilk, & Chen, 1968) did not indicate that the distribution of library anxiety scores was non- normal (IV = .98, p > .05), thereby justifying the use of multiple regression. In addition, evaluation of ~s~tions of linearity and homogenei~ revealed no threat to m~tiple regression analysis.

TABLE 2 Selected ~ulti~Ie Rearession Model for Predictina Libraw Anxietv

Semi- PartiaI

Squared

Regression Standard Coefficient Error

requency of ibrary Visits

/keturning Books

-0.170 1 0.065

-0.148 I 0.069 -2.13* I -0.09

lb ender

I)Employment Status 0.111 I 0.058

-0.009 I 0.006 -1 Sl I -0.08

1 0,044 -0.065

/Votes: Model ti = -21, F(12,471) = 5.22*** *p < .05, **p < ,oi, ***p < .OOl

Library Anxiety 157

Table 2 presents the unstandardized regression coefficients and intercept, the standard error of the unstandardized coefficients, the semi-partial correlations, and the squared multiple correlation coefficient (Rq of the chosen model. The setwise multiple regression analysis revealed the following variables which contributed significantly (F( 12, 471) = 5.22, p < .OOOl) to the prediction of library anxiety: age, sex, native language, grade-point average, employment status, frequency of library visits, and reasons for using the library (Table 2). These 12 variables combined to explain 21% of the variation in library anxiety. Examina tion of the standardized residuals generated from the model suggested that the assumptions of normality, linearity, and homoscedasticity were met. The model suggests that students with the highest levels of library anxiety tended to be young, male, those who did not speak English as their native language, who had high levels of academic achievement, who were engaged in either part-time or full-time employment, and who infrequently visited the library. In addition, when library-anxious students visited the library, they tended to do so either to use the online/computer index, to return a book, to conduct a library search for a thesis/dissertation, to obtain a book or article for an assignment, or to study for a class project. Five variables (semester course load, number of earned credit hours, computer usage experience, study habits, and distance between home and the nearest academic library) did not make a significant contribution to the explanation of library anxiety.

A univariate analysis of variance (ANOVA) was performed in order to determine whether there were significant differences in library anxiety for different years of study. A significant main effect was obtained for year of study, F(4, 479) = 3.86, p < .Ol. In addition, a follow-up trend analysis revealed the presence of a linear trend, F(l, 479) = 11.30,~ < .Ol, but no quadratic trend, F(1, 479) = 1.05,~ > .05. That is, a library anxiety appeared to decline linearly as a function of year of study, with freshmen (M = 2.45, SD = 0.47) and sophomores (M = 2.46, SD = 0.49) reporting the highest levels of library anxiety, followed by seniors (M = 2.38, SD = 0.50), juniors (M = 2.33, SD = 0.47), and, lastly, by graduate students (mean = 2.18, SD = 0.82). A post-hoc Scheffe analysis of the means revealed that freshmen and sophomores reported significantly higher levels of library anxiety (p < .05) than did graduate students.

DISCUSSION

A number of researchers have suggested that library anxiety is a debilitating phenomenon which must be overcome by students in order for them to take full advantage of library instruction and library use (Kuhlthau et al., 1990; Mellon, 1986). This study provides a framework for librarians and teaching faculty to which to refer in their attempts to make library use a more positive experience for students.

The inverse relationship found between age and library anxiety might reflect library experience, since a relationship was found between age and the number of library courses taken (r = .30, p < .05) and between age and the frequency of visits to the library (r = .15, p < .05).

The finding that males report higher levels of library anxiety than do females is in accordance with Jacobson (199 l), but does not support the findings of Bostick (1992) and Mech and Brooks (1995) of no gender differences. However, the non-significance found in these studies most likely is an artifact of the small sample size. In addition, the

158 Jiao, Onwuegbuzie, & Lichtenstein

gender difference found in Jacobson’s study cannot be accounted for by age, grade point average, number of earned credit hours, number of library courses undertaken, or frequency of library visits, since none of these variables were significant with respect to gender. Thus, if males are, indeed, more library-anxious than their female counterparts, it will add support to the contention of the existence of a female-based “library culture” (Jacobson, 199 1). In any case, more research is needed in this area.

The finding that freshman and sophomore students typically are the most library- anxious might help explain the phenomenon that they are the least willing to ask library questions which reveal their ineptness (Mellon, 1988). In addition, this result might reflect the often replicated finding of an inverse relationship between help-seeking and the need for assistance (Karabenick & Knapp, 1988).

The results of this study demonstrate that particular attention should be paid to students whose native language is not English. The high levels of anxiety reported by these students may stem from cultural differences, communication difficulties, and the inability to conceptualize and to apply the English language system (Goudy & Moushey, 1984). In addition, uncertainties about what behaviors are appropriate, as well as what level of service is available may prevail for these students (Altan, 1987). In any case, the present research findings support the contention that foreign students may experience significantly greater problems adapting to and using the library than do their counterparts (Goudy & Moushey, 1984). Relatively little has been written about foreign students’ experiences with and attitudes towards libraries. In fact, the current study is the first to demonstrate empirically that students whose native language is not English experience particularly high levels of library anxiety. Interestingly, students whose native language is not English, on average, had taken significantly more (p < .OS) library instruction courses (M = 0.75) than their English-speaking counterparts (A4 = .57), which suggests that these courses were unsuccessful in reducing levels of library anxiety. Thus, library instruction courses designed for these students should provide affective support.

The positive relationship found between academic achievement and library anxiety, although seemingly surprising, supports the finding of Karabenick and Knapp (1988) of an inverted U-shaped relationship between help-seeking and help-needing behaviors, in which the rate of help seeking maximizes in the “B-” to “C+” grade range. Thus, it is possible that students with high academic achievement perceive asking for help as a failure (Keefer, 1993; Kuhlthau, 1991).

The higher anxiety reported by students engaged in at least part-time employment may be indicative of less opportunity to visit the library. Nevertheless, although a relationship between library anxiety and frequency of visits was found, the causal direction is unknown. That is, it is not known whether infrequent visits increase anxiety levels or whether high levels of library anxiety culminate in library avoidance. It is hoped that further research will shed more light on this relationship.

The finding that the most library-anxious students were those who visited the library in order to use the online/computer index, to conduct a library search, to obtain a book or article for an assignment, or to study for a class project, can be explained by Kuhlthau’s (1988) model of the library search process, which suggests that anxiety may be present during many stages of the research process. Finally, the finding that returning a book may be anxiety-inducing could be the consequence of library fines being implemented for overdue books.

Library Anxiety 159

The 21% of total variance in library anxiety explained by the variables contained in the selected model, although small, is not unusual for anxiety research. For example, Gliner (1987) found that the inclusion of 14 de~~~c and a~~evement variables accounted for only about 21% of the variance in mathematics anxiety. Nevertheless, there is clearly a need for future research which investigates other correlates of library anxiety. More studies also are needed to investigate why certain purposes of visiting the library (e.g., studying for a class project) seem to be associated with higher levels of anxiety.

There is little doubt that library anxiety is prevalent among college students. Taking into account the findings of this study, it is imperative that libraries are made as attractive, as welcoming, and as monocle as possible. In order to achieve this, it is impotit that all library staff are friendly and professional, In particular, since many students perceive asking for help as a failure (Reefer, 1993; Kuhlthau, 1991), librarians should not only make themselves readily available to students, but also encourage students to ask reference questions, while taking conside~le care not to suggest inadvertently that the answer to the question is obvious (Swope & Katzer, 1972). Students must be made to feel in control of the library environment (Farber, 1988).

The high levels of library anxiety experienced by freshmen suggest that library ins~ction should be introduced at high school level. In this respect, college librarians and library educators should liaise with school librarians in order to provide effective library experiences for students prior to their entering college. Cooperative biblio~~c ~s~ction programs between colleges or ~ve~ities and their local high schools should be designed and implemented (Gavryck, 1986). Middle school and high school teachers should be trained in how to teach library skills, since it appears that many teachers feel unqualified to teach these skills (L,eClercq, 1986). In addition, high school teachers should not reserve use of the library only to the most deserving students (e.g., honor students, gifted students, well-behaved students), as may commonly be the case (Mellon, 1988, 1989). Rather, all secondary school students (and perhaps even elementary school students), regardless of ability, should be taught library skills. Where possible, high school classes should be allowed to visit college libraries accompanied by the high school librarian (Joseph, 1991). Thus, administrators need to give school librarians the support they need for effective library ~s~ction (Mellon, 1988).

At the college level, a close working relationship should be maintained between libraries and teaching faculty in order to support learning goals (Mellon, 1988, 1989). In particular, teaching faculty should be made aware of the c~acte~stics of library- anxious students and their perceptions or feelings of ineptness in using the library. Furthermore, they should be kept apprised of the library resources (Joseph, 199 I), which include being notified of any changes to the library system and facilities.

Although librarians cannot be expected to teach English to foreign students, they must provide assistance to these students with all aspects of the library search process, including the use of periodicals, online catalogs, and computerized indexes. In addition, librarians and college officials who have res~~ibilities for foreign students should coordinate their efforts in this area.

160 Jiao, Onwuegburie, & Lichtenstein

The body of literature indicates that, in order to reduce feelings of anxiety, worry, and helplessness experienced by many library users, libmrians should acknowledge these feelings as legitimate and then attempt to lessen feelings of inadequacy, contusion, and failure by providing positive experiences to counteract the anxiety (Collins, Mellon, & Young, 1987; Mellon, 1986, 1988, 1989; Zahner, 1993). In addition, the role of librarians needs to be made clear in order to minimize any anxiety which might occur as a result of ambiguity. Thus, communication skills and customer and public relations should become an integral component of the librarian’s professional education (Swope & Katzer, 1972). In addition, students could be employed by librarians to act as peer tutors (Westbrook & DeDecker, 1993).

Since students’ feelings of inadequacy and helplessness appear to stem in part from their lack of confidence in knowing how to perform library research (Kuhlthau, 1991), library ~s~ction should include teaching search strategies, ~clu~g goal-setting and monitoring (Zahner, 1993). However, since a library instruction program which consists entirely of a delineation of search strategies can increase anxiety levels, due to the volume and complexity of the information available (Miller, 1986), and because students do not retain much ~fo~tion from library ~s~ction sessions (Mellon, 1986), library instructors should consider ~co~om~g information about library anxiety into their presentations (Mellon, 1988, 1989). As Mellon (1986) asserted, more important than imparting knowledge of the library system, may be to provide the maximum interaction between students and the library instructor, since this seems to reduce anxiety (Mellon, 1986). In paces, affective skills development, which has not been the focus of library instruction (Zahner, 1993), should be incorporated, since improvement in attitudes towards libraries following instruction based on affective skills development has been found (Markman & Leighton, 1987; Ramey, 1985).

Since library instruction courses do not appear to provide sufficient time to develop an extensive knowledge and ~preciation of search strategy (Mellon, 1988), and since only a relatively small proportion of students take library instruction classes (Farber, 1988), library instruction should be incorporated into existing courses. This recommendation appears to be justified by the finding that library instruction which is directly integrated with ~si~en~ is more effective than is general ~s~ction (Oberman, 1984). As suggested by Egan (1992), teachers who assign projects requiring library research should consider assisting students, in the initial stages of their research, since these stages often present students with the greatest difficulty and highest anxiety levels (Oberman, 1984; Kuhlthau, 1987, 1988, 1991). As such, students’ metacognitive awareness of the research process should be developed (i.e., research process orientation) which should provide the cognitive and affective framework for self-reliant searching and information management (Kuhlthau et al., 1990). Indeed, it appears that when teachers confer in the library with beginning researchers, these students develop positive attitudes towards library research (Egan, 1992). Thus, faculty should consider accomp~~g their students to the library. By doing so, they would not only have the opportunity to act as a liaison between their students and the reference librarians (Egan, 1992), but they may also gain appreciation of the complexities of the library, possibly culminating in the setting of mom realistic library research assignments (Mellon, 1986, 1988, 1989). In addition, faculty should be enco~aged to Adele more research in the library. Observing faculty in the library should give students the message that the library is an important resource.

Library Anxiety 161

The present investigation and subsequent recommendations serve as a guideline to making library research a more positive experience for students. This study not only identifies students who are most at-risk with respect to library anxiety, but also provides library instructors and faculty with strategies they can utilize in order to alleviate the potentially pervasive and detrimental effects of library anxiety for these students. The burden of responsibility falls on all educators to make the desired changes in order to achieve these goals.

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