Every student counts: promoting numeracy and enhancing employability

This three-year project investigated factors that influence the development of undergraduates’ numeracy skills, with a view to identifying ways to improve them and thereby enhance student employability. Its aims and objectives were to ascertain: the generic numeracy skills in which employers expect their graduate recruits to be competent and the extent to which employers are using numeracy tests as part of graduate recruitment processes; the numeracy skills developed within a diversity of academic disciplines; the prevalence of factors that influence undergraduates’ development of their numeracy skills; how the development of numeracy skills might be better supported within undergraduate curricula; and the extra-curricular support necessary to enhance undergraduates’ numeracy skills

Exploring library anxiety among Sudanese university students

Library anxiety is one of the psychological barriers that encounter students when they are performing a library task. This study explores library anxiety among 51 Sudanese university students using diary method for data collection. The finding indicates that library anxiety among Sudanese university students are manifested into five dimensions, namely; (a) Negative perceptions towards library environment, (b) Negative perceptions towards peer students, (c) Negative perceptions towards library staff, (d) Negative perceptions towards library services, and (e) Psychological barriers. Details of statements under the dimensions highlight the issues that are unique and not covered by previous studies in library anxiety

AN APPLICATION OF INFORMATION SEEKING ANXIETY SCALE TO A UNIVERSITY LIBRARY: A CASE STUDY AT UNIVERSITY OF PERADENIYA, SRI LANKA

Libraries and their users are nervous of falling behind with the rapid rate of technological change. All the forms of academic-related anxiety, and frustrations associated when searching information. Most of the research studies have shown that, majority of the undergraduates do not use the library resources in an expected level due to variety of anxieties.Therefore, the main aim of this paper is to assess and apply the Information seeking Anxiety Scale (ISAS) among university library users at University of Peradeniya and determines the suitability of application of this scale to a Sri Lankan university students relating to seeking of information.A survey research method was applied. Close-ended questionnaire was used as the research tool and data was collected from undergraduates in 2013/2014 academic year.The ISAS developed and validated by Mohammadamin, Abrizah and Karim, (2012) was taken as the base construct for this study. The overall a=0.902 of the original scale indicated and the Sri Lankan study increases up to 0.937. It indicates more or less similar results of the original study and it has been proved that, this scale can be applied to the Sri Lankan university context too. All the students are suffering with different types of anxieties related to the seeking of information. Therefore, it is better to have a year-based user education program for them to develop their skills to use resources without getting anxious

Exploring library anxiety among Sudanese university students

Library anxiety is one of the psychological barriers that encounter students when they are performing a library task. This study explores library anxiety among 51 Sudanese university students using diary method for data collection. The finding indicates that library anxiety among Sudanese university students are manifested into five dimensions, namely; (a) Negative perceptions towards library environment, (b) Negative perceptions towards peer students, (c) Negative perceptions towards library staff, (d) Negative perceptions towards library services, and (e) Psychological barriers. Details of statements under the dimensions highlight the issues that are unique and not covered by previous studies in library anxiety

Assessing Vividness of Mental Imagery: The Plymouth Sensory Imagery Questionnaire

Publisher allows archiving of submitted msMental imagery may occur in any sensory modality, although visual imagery has been most studied. A sensitive measure of the vividness of imagery across a range of modalities is needed: the shorter version of Bett’s QMI (Sheehan, 1967) uses outdated items and has an unreliable factor structure. We report the development and initial validation of the Plymouth Sensory Imagery Questionnaire (Psi-Q) comprising items for each of the following modalities: Vision, Sound, Smell, Taste, Touch, Bodily Sensation and Emotional Feeling. An Exploratory Factor Analysis on a 35-item form indicated that these modalities formed separate factors, rather than a single imagery factor, and this was replicated by confirmatory factor analysis. The Psi-Q was validated against the Spontaneous Use of Imagery Scale (Reisberg, Pearson & Kosslyn, 2003) and Marks’ (1995) Vividness of Visual Imagery Questionnaire-2. A short 21-item form comprising the best three items from the seven factors correlated with the total score and subscales of the full form, and with the VVIQ-2. Inspection of the data shows that while visual and sound imagery is most often rated as vivid, individuals who rate one modality as strong and the other as weak are not uncommon. Findings are interpreted within a working memory framework and point to the need for further research to identify the specific cognitive processes underlying the vividness of imagery across sensory modalities

Development of a conceptual model of ICT self-efficacy and the use of electronic information resources

The purpose of the study was to identify the ICT self-efficacy (ICTSE) of users, factors affecting ICTSE, and the EIR usage of undergraduates based on the four sources in relation to the self-efficacy theory. The Survey research design was used in carrying out this research. A structured questionnaire was validated through experts and piloted among the final year undergraduates studying Humanities and Social Sciences of four state universities in Sri Lanka. The structural equation modelling was performed using partial least square. The model revealed that ICTSE has a direct, negative, and significant relationship with ICT anxiety and that ICT training also has a direct, negative, and significant relationship with EIR. The model explained that there is a 27% of variance in the EIR use variable. The management of the library may deem it a worthy investment to instil adequate self-efficacy in users and encourage them to engage in more self-reliant search practices and decrease their dependence on staff. The finalized scales provide a potential tool applicable to different domains and disciplines to yield more common managerial implications in relation to training, teaching, and learning along with can be used as a tool when policy-level decision are made about the behavioral changes among university users on EIR usage in the current ICT domains within the university library systems

As the Cursor Blinks: Electronic Scholarship and Undergraduates in the Library

published or submitted for publicatio

Psychological Distress and Smartphone Addiction: Does Perceived Social Support Make a Difference

The smartphone is a double-edged sword for university students; it is a necessary tool for communication which also brings along negative consequences if used excessively. This cross-sectional study was conducted to identify the prevalence rate of smartphone addiction among the undergraduates, to determine psychological distress as a significant predictor of smartphone addiction, and to examine perceived social support as a significant mediator in psychological distress and smartphone addiction. A total of 112 (61 females, 51 males) undergraduates in Kuala Lumpur, Malaysia, aged 18 to 24 years were selected through the purposive sampling method. Participants completed a set of questionnaires via Google Form consisting of Kessler Psychological Distress Scale, Smartphone Addiction Scale-Short Version, and Multidimensional Scale of Perceived Social Support. SmartPLS (Partial Least Squares) which is based on the principles of path modeling and bootstrapping was employed to build the causal model. Results revealed that 66.10% of undergraduates were addicted to smartphones. Also, psychological distress significantly predicted smartphone addiction, with t-value = 7.423, p < 0.001. However, perceived social support did not mediate the relationship between psychological distress and smartphone addiction, with t-value = -0.939, p > 0.05. These findings imply that smartphones have become indispensable for undergraduates and the psychological distress of undergraduates should be given priority in reducing smartphone addiction. Suggestions are made for higher learning institutions to design intervention plans to reduce the psychological distress and smartphone addiction amongst university students

Modeling Information Anxiety

This paper traces the historical developments using selected literature related to ‘library anxiety’, ‘information seeking anxiety’ and ‘information anxiety’. These concepts existed independently and parallelly and attracted much attention from the researchers of their respective fields. The existing literature lacked a study establishing a relationship among these three concepts which led to the idea of a general model of information anxiety to inform researchers as well as professionals dealing with policy and practice. This model represents information anxiety as the general and broader concept nesting information seeking anxiety as its sub-set and library anxiety as a further sub-set. It highlights the development of library anxiety, information seeking anxiety, and information anxiety over time. It also outlines the theoretical and practical implications of information anxiety for information services, especially information literacy (IL) instruction, as previous research reported it as a potential determinant of lower levels of information anxiety. The researchers emphasize the necessity for a need-based IL curriculum for the alleviation of users’ anxiety related to information related tasks. The future directions for research on the proposed area considering the contemporary information environment have been discussed towards the end