Assessing Library Anxiety in Undergraduate Students Using the Greek Library Anxiety Scale (G-LAS)

Doris, Konstantinos-Anastasios; Provata, Paraskevi-Anna; Vraimaki, Eftichia

doi:10.1007/978-3-319-33865-1_82

Cited by 3 publications

(2 citation statements)

References 17 publications

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“…This relationship confirms the trends found in earlier studies (e.g. Doris et al, 2015; Jiao and Onwuegbuzie, 1997) in the sense that students with low LA would have made frequent library visits and had, definitely, utilized library resources that had a positive impact on their GPA. On the other hand, library-anxious students avoided the use of library and, therefore, performed poorly on their academic tasks.…”

Section: Resultssupporting

confidence: 88%

The relationship between emotional intelligence, library anxiety, and academic achievement among the university students

Jan

Anwar

Warraich

2018

Journal of Librarianship and Information Science

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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 vice versa. Similarly, library anxiety, which is an academic anxiety, also affects students’ academic performance. Library anxiety of students may increase or decrease along with their ability to understand and manage their own emotions and those of others. However, there is a dearth of literature on the relationship between these two concepts. Data regarding these concepts were collected from university undergraduates. Findings established significant relationships between emotional intelligence, library anxiety and academic performance among the participants. This study has practical implications for academicians and professional librarians to deal with the library anxiety of students and their academic performance.

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Section: Resultssupporting

confidence: 88%

The relationship between emotional intelligence, library anxiety, and academic achievement among the university students

Jan

Anwar

Warraich

2018

Journal of Librarianship and Information Science

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“…Continuing the same line of thinking, Song et al (2014) refactored the LAS and developed the C-LAS (Chinese-Library Anxiety Scale), and subsequently, Doris et al (2017) developed Greek-Library Anxiety Scale (G-LAS) based on the LAS to measure Library Anxiety of Greek students (Gardijan, 2021).…”

Section: Measuring Library Anxietymentioning

confidence: 99%

Is Library Anxiety a Real Phenomenon: A Review

Dilinika

2023

Jnl Univ. Librarians Assoc. Sri Lanka

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This paper was composed with the objective of engaging in an analytical review of literature related to Library Anxiety in students with special emphasis on academic libraries. This paper extensively covers the spectrums of Library Anxiety theory, scales for measuring Library Anxiety, sources of Library Anxiety, impacts of Library Anxiety on students, and ways and means of reducing Library Anxiety. This analytical review points to the fact that Library Anxiety is a common phenomenon among students that adversely influence their ability to utilize information sources and services which affects their academic performance. Suggestions are also made for strategies to reduce students' Library Anxiety levels and uplift their self-confidence, thereby helping them to become effective library users who are free from unpleasant and uneasy feelings.

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Library Anxiety of Teacher Trainees

SAVITA¹,

POONAM²

2018

JPSY

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Assessing Library Anxiety in Undergraduate Students Using the Greek Library Anxiety Scale (G-LAS)

Cited by 3 publications

References 17 publications

The relationship between emotional intelligence, library anxiety, and academic achievement among the university students

The relationship between emotional intelligence, library anxiety, and academic achievement among the university students

Is Library Anxiety a Real Phenomenon: A Review

Library Anxiety of Teacher Trainees

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