Critical thinking disposition and library anxiety: Affective domains on the space of information seeking and use in academic libraries

Abstract

Because both critical thinking and library anxiety have been found to play an important role in determining learning outcomes, it is possible that these two constructs are related in some way. To date, however, this link has not been empirically examined. In the present study, we have attempted to identify the nature of the association between critical thinking disposition and library anxiety among 170 graduate students. Findings revealed a negative multivariate relationship between these two sets of affective variables. Specifically, weak dispositions toward critical thinking were associated with high levels of library anxiety. Implications of the findings were discussed with respect to the approach to teaching information literacy in academic libraries.