Qun G. Jiao

A Mixed Methods Investigation of Mixed Methods Sampling Designs in Social and Health Science Research.

A sequential design utilizing identical samples was used to classify mixed methods studies via a two-dimensional model, wherein sampling designs were grouped according to the time orientation of each studys components and the relationship of the qualitative and quantitative samples. A quantitative analysis of 121 studies representing nine fields in the social or health sciences revealed that more studies utilized a sampling design that was concurrent (66.1%) than sequential (33.9%). Also, identical sampling designs were the most prevalent, followed by nested sampling, multilevel sampling, and parallel sampling, respectively. Qualitative analysis suggested that across a number of studies the researchers made statistical generalizations that were not sufficiently warranted—culminating in interpretive inconsistency and contributing to crises of representation, legitimation, integration, and politics.

Library anxiety : Characteristics of 'at-risk' college students

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 librarians and teaching faculty should be aware of the characteristics of high-anxious students, and increase the availability of anxiety-reducing interventions for students.

Antecedents of Library Anxiety

Research suggests that library anxiety is a prevalent phenomenon among American college students. Indeed, five general antecedents of library anxiety have been identified, namely, barriers with staff, affective barriers, comfort with the library, knowledge of the library, and mechanical barriers. This study utilized a sample of 522 university students in order to examine factors that are related to these antecedents. Setwise multiple regression analyses and a series of analyses of variance revealed that the following seven variables were related to three or more of these antecedents: use of computerized indexes and on-line facilities, gender, year of study, native language, frequency of library visits, number of library skills courses undertaken, and reasons for using the library. Recommendations include the following: (1) librarians should acknowledge that anxiety exists and should provide students with positive library experiences; (2) librarians should be trained to act in a friendly, professional, and accessible manner at all times; and (3) librarians, instructors, and academic advisors should encourage students to attend library instruction courses that emphasize both affective skills development and search strategies.

Prevalence of Mixed-Methods Sampling Designs in Social Science Research.

The purpose of this mixed-methods study was to document the prevalence of sampling designs utilised in mixed-methods research and to examine the interpretive consistency between interpretations made in mixed-methods studies and the sampling design used. Classification of studies was based on a two-dimensional mixed-methods sampling model. This model provides a typology in which sampling designs can be classified according to the time orientation of the components (i.e. concurrent versus sequential) and the relationship of the qualitative and quantitative samples (i.e. identical versus parallel versus nested versus multilevel). A quantitative analysis of the 42 mixed-methods studies that were published in the four leading school psychology journals revealed that a sequential design using multilevel samples was the most frequent sampling design, being used in 40.5% (n=17) of the studies. More studies utilised a sampling design that was sequential (66.6%; n=28) than concurrent (33.4%; n=14). Also, multilevel sampling designs were the most prevalent (54.8%; n=23), followed by identical sampling (23.8%; n=10), nested sampling (14.3%; n=6) and parallel sampling (7.1%; n=3). A qualitative analysis suggested a degree of interpretive inconsistency in many studies.

Perfectionism and library anxiety among graduate students

Abstract This study investigates the relationship between three dimensions of perfectionism and five dimensions of library anxiety among graduate students. Students who maintain a perceived need to live up to the standards and expectations prescribed by other individuals tend to have higher levels of library anxiety.

Self‐perception and library anxiety: an empirical study

The relationship between seven dimensions of self‐perception and five dimensions of library anxiety was studied using canonical correlation analyses. Participants were 148 students enrolled in graduate‐level research methodology courses. The first canonical function revealed that students with the lowest level of self‐perception associated with perceived scholastic competence, perceived intellectual ability, perceived creativity, and perceived social acceptance tended to have the highest level of library anxiety related to affective barriers and comfort with the library. A comparison of the standardized and structure coefficients suggested that perceived self‐worth, barriers with staff, and mechanical barriers served as suppressor variables that assisted in the prediction of library anxiety. Implications of the findings are discussed.

The Relationship between Library Anxiety and Learning Styles among Graduate Students: Implications for Library Instruction.

Because library anxiety can be an impediment to academic achievement among graduate students, this study determines the characteristics of this anxiety. Specifically, the relationship between learning style and library anxiety was investigated. A setwise multiple regression analysis revealed that students with the highest levels of library anxiety tend be those who like structure, who are self-motivated, who lack persistence, and who are peer-oriented learners. In addition, they tend to prefer to receive information via the visual mode, but not via either tactile or kinesthetic modes. Finally, these students tend to require mobility in learning environments and do not prefer to undertake difficult tasks in the afternoon. The implications of these findings are discussed.

Academic library usage: a comparison of native and non-native English-speaking students

A study was undertaken to compare native and non-native English-speaking university students with respect to how often they used their library and why, as well as to determine which group of students had the highest levels of library anxiety.

Is library anxiety important

The prevalence of library anxiety among college students has been acknowledged by librarians and educators for over a decade. However, there are still people who question whether library anxiety is a real phenomenon. The importance of library anxiety among graduate students is particularly challenged. This study examined the relationship between library anxiety and trait anxiety of 115 graduate students in the United States. Findings revealed that trait anxiety was not significantly related to any of the five dimensions of library anxiety, suggesting that library anxiety is a unique, independent phenomenon. Therefore, library anxiety should be taken seriously. An action‐research approach to addressing library anxiety was recommended.

Prevalence and Reasons for University Library Usage.

Reports on a study of 522 university students, undertaken to determine how often they used their library and why, as well as to develop a general profile of college student library users. Descriptive statistics revealed that the majority of students used the library at least once a week. Obtaining a book or an article for a course paper was the most common reason cited for library use, followed by studying for a test, and then using the computerized indexes and online facilities. A setwise multiple regression analysis reveals that students who used the libraries most tended to be older, male, those who did not speak English as their native language, who lived the nearest to the academic library, who preferred to study alone, and who had the lowest levels of library anxiety. In addition, these students tended to visit the library to study for a test, to read current newspapers, to read their own textbook, to use computerized indexes and online facilities, or to meet friends. Discusses the implications of these findings and makes recommendations for future research.