Research anxiety and students' perceptions of research: An experiment. Part I. Effect of teaching Kuhlthau's ISP model

Kracker, Jacqueline

doi:10.1002/asi.10040

Cited by 79 publications

(55 citation statements)

References 18 publications

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“…When the literature is reviewed, some studies are found regarding the anxiety of research (e.g., Kracker, 2002;Kracker & Wang, 2002). Fear is a natural emotion, and it is different from anxiety (Yilmaz & Cokluk, 2010).…”

Section: Australian Journal Of Teacher Educationmentioning

confidence: 99%

Pre-Service Teachers’ Opinions about The Course on Scientific Research Methods and The Levels of Knowledge and Skills They Gained in This Course

Tosun¹

2014

AJTE

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Section: Australian Journal Of Teacher Educationmentioning

confidence: 99%

Pre-Service Teachers’ Opinions about The Course on Scientific Research Methods and The Levels of Knowledge and Skills They Gained in This Course

Tosun¹

2014

AJTE

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“…Other studies have more thoroughly investigated students' affective approaches, though not within the context of comparing online and in-person interventions. Kracker's (2002) pretest-posttest mixed methods study measured the "awareness of the affective aspects of the research process" (p. 284), as well as anxiety and satisfaction between students who were presented with information on Kuhlthau's Information Search Process (ISP), and those that were not. Kracker and Wang (2002) then used qualitative data from the same study to categorize students' research experiences into three affective dimensions: emotional states, perceptions of the process, and affinity to research.…”

Section: Literature Reviewmentioning

confidence: 99%

First-Year Students’ Research Challenges: Does Watching Videos on Common Struggles affect Students’ Research Self-Efficacy?

Kelly

2017

EBLIP

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the terms of the Creative Commons-AttributionNoncommercial-Share Alike License 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -The purpose of this quantitative study was to measure the impact of providing research struggle videos on first-year students' research self-efficacy. The three-part video series explicated and briefly addressed common first-year roadblocks related to searching, evaluating, and caring about sources. The null hypothesis tested was that students would have similar research self-efficacy scores, regardless of exposure to the video series.Methods -The study was a quasi-experimental, nonequivalent control group design. The population included all 22 sections (N = 359) of First-Year Writing affiliated with the FASTrack Learning Community at the University of Mississippi. Of 22 sections, 12 (N = 212) served as the intervention group exposed to the videos, while the other 10 (N = 147) served as the control group. A research self-efficacy pretest -posttest measure was administered to all students. In addition, all 22 sections, regardless of control or intervention status, received a face-to-face oneshot library instruction session.Results -As a whole, this study failed to reject the null hypothesis. Students exposed to the research struggle videos reported similar research self-efficacy scores as students who were not exposed to the videos. A significant difference, however, did exist between all students' pretest and posttest scores, suggesting that something else, possibly the in-person library session, did Evidence Based Library and Information Practice 2017, 12.4 159 have an impact on students' research self-efficacy.Conclusion -Although students' research self-efficacy may have increased due to the presence of an in-person library session, this current research was most interested in evaluating the effect of providing supplemental instruction via struggle videos for first-year students. As this was not substantiated, it is recommended that researchers review the findings and limitations of this current study in order to identify more effective approaches in providing instructional support for first-year students' research struggles.

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“…It has needed some updating, however, to continue to be relevant in vastly changed library and information environments. Writers since 1986 have expanded upon Mellon's findings by positing that library anxiety is distinct from research anxiety, 40 information anxiety, 41 or information-seeking anxiety. 42 In 1986, the goal was to overcome library anxiety so an affective barrier to academic success could be removed.…”

Section: Future Directionsmentioning

confidence: 99%

Constance Mellon’s “Library Anxiety”: An Appreciation and a Critique

Gremmels

2015

CRL

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Research anxiety and students' perceptions of research: An experiment. Part I. Effect of teaching Kuhlthau's ISP model

Cited by 79 publications

References 18 publications

Pre-Service Teachers’ Opinions about The Course on Scientific Research Methods and The Levels of Knowledge and Skills They Gained in This Course

Pre-Service Teachers’ Opinions about The Course on Scientific Research Methods and The Levels of Knowledge and Skills They Gained in This Course

First-Year Students’ Research Challenges: Does Watching Videos on Common Struggles affect Students’ Research Self-Efficacy?

Constance Mellon’s “Library Anxiety”: An Appreciation and a Critique

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