Relación entre las destrezas de información con la ansiedad bibliotecaria experimentada por estudiantes subgraduados en la modalidad a distancia
DOI:
https://doi.org/10.55420/2693.9193.v13.n2.121Keywords:
library anxiety, information literacy, distance educationAbstract
The purpose of this research was to examine the perception of distance undergraduate students about their information literacy skills, and the relationship with the level of library anxiety they might experience. The research was quantitative, with a non-experimental design and a correlational scope. An electronic questionnaire was administered using two instruments: the Perception of Information Literacy Scale by Doyle et al. (2019), and the Library Anxiety Scale in Virtual Environments, based on the Library Anxiety Scale by Bostick (1992). Fifty undergraduate students aged 21 or over, from a distance baccalaureate program, and studying their second year onwards, participated in the study. The results suggest that the participants have a high perception of their information literacy skills, and that they experience a mild level of library anxiety. This negative correlation allows inferring the importance of developing information literacy skills in distance undergraduate students to reduce their levels of library anxiety, which are adverse to student academic performance (Onwuegbuzie & Jiao, 2004).
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