Understanding Library Anxiety: Examining its Relationship with Academic Performance and Library Resource Engagement Among Indian University Students

Abstract

Abstract Library anxiety is a well-documented psychological barrier that can hinder students’ ability to access and utilize academic resources effectively. This study examines the prevalence and dimensions of library anxiety among Indian university students and explores its relationship with demographic factors, library usage patterns, and academic performance. Drawing on Self-efficacy theory and Cognitive Load Theory, the study employed a quantitative, cross-sectional design using Bostick’s Library Anxiety Scale (LAS) with 386 respondents from two public universities in Uttar Pradesh, India. Findings revealed moderate levels of library anxiety, with “comfort” and “mechanical” barriers most frequently reported. While gender, age, and level in the study showed no significant differences in anxiety, frequent library users and those with longer stays reported higher anxiety related to staff and comfort. No significant correlation was found between library anxiety and academic performance. The results highlight the importance of user-centered library design, empathetic staff training, and progressive instruction to alleviate anxiety and foster effective engagement with academic resources.

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