Behaviour towards ICT and Library Anxiety

Husaini, Haslinda; Aziz, Rafidah Abdul; Abdullah, Che Zainab; Rambli, Yanty Rahayu

doi:10.1016/j.sbspro.2012.11.319

Cited by 5 publications

(2 citation statements)

References 13 publications

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“…There is an ample size of research articles on academic-related anxieties. Various anxieties have been diagnosed and explored by different multiples, along with social anxiety (Becker and Pizzutti, 2017), digital data privacy protection anxiety (Elhai et al , 2017), decision-making anxiety (Chapman, 2006), technology anxiety (Gelbrich and Sattler, 2014), learning anxiety (Ku and Chen, 2015; Palethorpe and Wilson, 2011), information and communication technology (ICT) anxiety (Husaini et al , 2012), information seeking anxiety (Mohammadamin Erfanmanesh et al , 2012; Kingrey, 2002; Mohammadamin Erfanmanesh, 2016; Mohammad amin Erfanmanesh et al , 2014), foreign language anxiety (Şenel, 2016), library anxiety (Cleveland, 2004; Farhadpoor, 2016; Husaini et al , 2012; Jan et al , 2016; Jiao et al , 2008, 2004; Jiao and Onwuegbuzie, 1999; Kwon et al , 2007; Shehata and Elgllab, 2019).…”

Section: Introductionmentioning

confidence: 99%

Validity and reliability of factors causing information-seeking anxiety during information-seeking behaviors

Xia

Khan

2023

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Purpose This study aims to define a set of assumptions for testing the four factors tested statistically to determine information-seeking anxiety based on quantitative data. Design/methodology/approach The developed questionnaire was distributed among graduate university students in Zhenjiang City to find and confirm the factor affecting information-seeking anxiety. The exploratory factor analysis and confirmatory factor analysis technique has been applied to the sample data set of 329 sample size. Jamovi and SPSS, statistical analysis software, were used to determine the study validity indices. Findings This study shows that thematic anxiety, quality of resources anxiety, information communication technology anxiety and library anxiety have a significant effect on information-seeking anxiety. Research limitations/implications This study highlights the four factors, i.e. library anxiety, information and communication technology (ICT) anxiety, thematic anxiety and the quality of resources cause information-seeking anxiety among graduate students. Originality/value In this age of the digital world, information-seeking anxiety plays a vital role in the vicious circle of seeking behavior. Therefore, to break through the vicious loop of seeking behavior with only information-seeking anxiety as a cure, concentrate on information-seeking anxiety. This study found that thematic anxiety, ICT anxiety, library anxiety and quality of resources anxiety significantly affect information-seeking anxiety.

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Section: Introductionmentioning

confidence: 99%

Validity and reliability of factors causing information-seeking anxiety during information-seeking behaviors

Xia

Khan

2023

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“…Unfortunately, there are several factors that hinder mastery of 21st century competency in the school and university environment. The results showed that even though the student's/ student's ICT skills were very good and the level of library use was high, these factors could not fully support 21st century competency improvement (Ahmad et al, 2016;Husaini, Aziz, Abdullah, & Rambli, 2012). The results of other studies show that teachers only have moderate abilities in 21st century competence so that they are unable to educate students to get the desired competencies (M, E. S P, & Chiemezie, 2016).…”

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confidence: 99%

Competency Mastery of Information Literacy and Collaboration on Prospective Teacher Students

Syah

Harsono

Prayitno

et al. 2019

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This study aims to describe and explore the achievement of competencies in information literacy and collaboration skills as part of 21st century competency in accounting education students at the Muhammadiyah University of Surakarta (UMS). The respondents of this study were 207 students with a mixed method approach through convergent parallel design. The results of the study showed that most students had information literacy skills but were still relatively low. This can be seen from students who had mostly used the internet, but did not use trusted sources. This condition is exacerbated by students not filtering and validating the information so that the information submitted tends to be biased, only a few used credible journals as a reference while the rest used sources whose information credibility was still doubtful. In collaboration skills, the achievement of this competency varies between students who are active in campus organizations, non-campus organizations, and do not follow any organization. Those who were active in the organization seem to be better at mastering this competency. This can be seen in the aspect of contributions in groups and accepting responsibility. Courage to accept new responsibilities was not fully owned, some were still hesitant to accept the responsibility given to him for various reasons, especially those classified as inactive organizations. In this aspect, it appears that students who were active in non-campus organizations considered a mandatory task to be disliked. Whereas in the aspect of collective responsibility, students both active and non-active in organizations had the same competencies where they wanted and were able to work together in teams.

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The 21^st century skills of prospective teacher students in the industrial revolution 4.0 era (the adaptation and problem-solving skill)

Syah

Harsono

Prayitno

et al. 2020

J. Phys.: Conf. Ser.

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The research aims to describe the achievement of 21st century skills such as adaptation and problem solving as part of 21st century competency in Surakarta Muhammadiyah University students to prepare of the industrial revolution 4.0. The study involved 191 prospective teacher students in Universitas Muhamamdiyah Surakarta. This study is a mixed method with exploratory sequential design. The study finds that teacher students’ adaptation capability is need much improvement. The majority of students say that they prefer to wait for someone else to start the conversations. Furthermore, they are worried to enter in the new society. In the problem-solving skills, most students focus on the solution when facing a problem. This is reasonably good, but some literature posits the finding a factor of the problem is the best way to solve a problem. Besides, there are still students who sceptic and tend to escape from the problem without any solution. This study suggests that it is prominent to include adaptation and problem-solving analysis for prospective teacher-student candidate before accepted in the university.

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Behaviour towards ICT and Library Anxiety

Cited by 5 publications

References 13 publications

Validity and reliability of factors causing information-seeking anxiety during information-seeking behaviors

Validity and reliability of factors causing information-seeking anxiety during information-seeking behaviors

Competency Mastery of Information Literacy and Collaboration on Prospective Teacher Students

The 21^st century skills of prospective teacher students in the industrial revolution 4.0 era (the adaptation and problem-solving skill)

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Behaviour towards ICT and Library Anxiety

Cited by 5 publications

References 13 publications

Validity and reliability of factors causing information-seeking anxiety during information-seeking behaviors

Validity and reliability of factors causing information-seeking anxiety during information-seeking behaviors

Competency Mastery of Information Literacy and Collaboration on Prospective Teacher Students

The 21st century skills of prospective teacher students in the industrial revolution 4.0 era (the adaptation and problem-solving skill)

Contact Info

Product

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The 21^st century skills of prospective teacher students in the industrial revolution 4.0 era (the adaptation and problem-solving skill)