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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. [ABSTRACT FROM AUTHOR]

This paper attempts to highlight the factors causing anxiety among non-native speakers of English when using academic library resources, services and facilities. This is crucial now that academic libraries worldwide are increasingly building up their collections of electronic journals and databases, which are predominantly in the English language. Findings from studies among non-native speakers of English reveal that they are susceptible to anxiety factors, which are rarely reported in studies in the native English-speaking countries. Some of these barriers include: insufficient resources, language, retrieval, lack of library skills, technology, network, environment and services, computer and physical comfort, and emotional barriers. A search was conducted to analyze the literature published in Library and Information Science Abstracts (LISA) from 1986 until 2014 using the keyword 'library anxiety'. The sample selected was limited to literature on non-native speakers of English. The distinct anxiety-causing factors typically reported in these studies are recommended to be included in the library anxiety measure for future research. [ABSTRACT FROM AUTHOR]

This study examined the effects of antecedent variables students' major and attendance in bibliographic instruction program on the variation in library anxiety sub-scale, 'barriers with staff'. The study employed a cross-sectional survey design using 367 students drawn randomly from a population of 8432 undergraduate students in a Malaysian institution of higher learning. The analysis of data was based on 308 usable returns. The results of running an independent sample t - test revealed that 'barriers with staff' did not significantly discriminate between students majoring in the human/social sciences and those majoring in the pure/applied sciences. Further, 'barriers with staff' was found to have significantly discriminated between students who had attended the bibliographic instruction program and those who did not attend such a program. The results of running a 2 X 2 Factorial ANOVA further supported the findings of the two independent sample t - tests in which students major was found to have no significant effect on 'barriers with staff' whilst attendance in bibliographic instruction program was found to have a significant effect on 'barriers with staff'. The results of running a 2 X 2 Factorial ANOVA also revealed a statistically significant interaction effect between students' major and attendance in bibliographic instruction program on library anxiety sub-scale, 'barriers with staff'. The findings revealed that students majoring in the human/social sciences who had attended the bibliographic instruction program reported the lowest levels of library anxiety associated with 'barriers with staff' when compared to students majoring in the pure/applied sciences who had not attended such a program. This finding highlights bibliographic instruction program role as a moderating variable rather than as a typical antecedent or independent variable in the library anxiety research program. [ABSTRACT FROM AUTHOR]

A 49-item modified version of Sharon L. Bostick's (1992) Library Anxiety Scale was tested among 367 undergraduate students drawn randomly from a population of 8,432 undergraduate students. The 49-item instrument was administered during classroom hours using a self-reported questionnaire. An 84% response rate was achieved resulting in 308 questionnaires that were returned and were found to be useful. The analysis of data was based on these 308 usable returns. Gender, nationality and bibliographic instruction were employed as independent variables to examine their effects on each of the five (5) library anxiety sub-scales: barriers with service providers, comfort with library services, affective barriers, cognitive barriers and comfort with library technology. The results of running independent sample t-tests on each of the five(5) sub-scales with gender as the independent variable was found to be statistically significant only on the "cognitive barriers " sub-scale, t (303) = 2.22, p < .05 between male students (M = 7.64, SD = 2.90) and female students (M = 8.42, SD = 2.79). The results of running independent sample t-tests on each of the five (5) library anxiety sub-scales with nationality as the independent variable was found to be statistically significant only on the "affective barriers" sub-scale, t (301) = 2.47, p <.05 between Malaysian students (M = 8.14, SD = 2.22) and non-Malaysians (M = 7.33, SD = 2.17). The results of running independent sample t-tests on each of the five (5) library anxiety sub-scales with bibliographic instruction as the independent variable were found to be not statistically significant on all of the five (5) library anxiety sub-scales, p > .05. A 2 X 2 factorial ANOVA was performed to test each of the main effects and interaction effects hypotheses. The results showed that there was a statistically significant interaction effect between gender and bibliographic instruction on the library anxiety sub-scales: (a) affective barriers, F (1, 295) = 5.21, p < .05; (b) comfort with library technology, F (1, 299) = 5.32, p < .05. Statistically significant interaction effects was also found between gender and nationality on the library anxiety sub-scales: (a) barriers with service providers, F (2, 294) = 3.85, p <.05; (b) affective barriers, F (2, 295) = 3.44, p < .05. No statistically significant interaction effects were found between nationality and bibliographic instruction on any of the five (5) library anxiety sub-scales, p > .05. Additionally, no statistically significant main effects were found for each of the independent variables (gender, nationality and bibliographic instruction) on any of the five library anxiety sub-scales, p > .05. Findings suggest that gender acted as a moderating variable for the independent variables nationality and bibliographic instruction. Hence, the variable gender moderates the relationship between the two independent variables (nationality and bibliographic instruction) with the library anxiety sub-scales: affective barriers, barriers with service providers and comfort with library technology. This study represents one of the first to have identified the variable gender as a moderator in explaining the variance in library anxiety among undergraduate library users in a Malaysian university library environment. More studies need to be carried out to identify not only moderators but mediators in the library anxiety phenomenon. [ABSTRACT FROM AUTHOR]

The purpose of the study was to develop and validate the Information Seeking Anxiety Scale. The research took place in several empirical phases. First, a list of ninety-four (94) potential key components was developed by the researchers and was sent to a panel of experts for validation. Then a pilot instrument comprising ninety-three (93) statements was generated according to the list of key components and was validated again for content by the experts. The face validity of the instrument was then evaluated by a group of fifteen (15) postgraduate students. Finally, the psychometric properties of the instrument were tested with a group of four hundred (400) postgraduate students using exploratory factor analysis and Cronbach's alpha internal reliability coefficient. Consequently a valid and reliable 47-item Information Seeking Anxiety Scale was produced which could be employed in efforts to measure information seeking anxiety among library users. [ABSTRACT FROM AUTHOR]