Libraries at University of Nebraska-Lincoln
Date of this Version
Winter 6-12-2024
Document Type
Article
Citation
Mhinga, R.S. & du Preez, M. (2024). Cognitive and Affective Information Seeking barriers affecting first-year students at the Tshwane University of Technology (TUT).
Abstract
Abstract
Introduction. Investigates cognitive and affective barriers caused by uncertainty that affect the information seeking and searching behaviour of first-year students registered at the Tshwane University of Technology, Polokwane campus. These students do not have a background of using academic information resources and systems. Kuhlthau’s Information Search Process (ISP) model and the four levels of information needs identified by Taylor guided this study. The research question that shaped this investigation is, how do feelings of uncertainty affect the information seeking behaviour of first year students?
Methods. A phenomenological research approach was employed in the study. Fifteen first-year students were interviewed. They shared their experiences of having to use multiple information resources to search for information to successfully complete their assignments.
Analysis. Data analysis involved the corroboration of all evidence gathered and the application of the information search process framework developed by Kuhlthau, as well as the four levels of an information need developed by Taylor.
Results. Participants who had no prior background or experience in using academic information resources and systems struggled to begin an academic assignment work task . It was found that, when they were given a task, they experienced cognitive affective barriers such as uncertainty, stress and worry. Some reported to be fearful, anxious, overwhelmed, bored and annoyed by the task.
Conclusion. Contributes to an understanding of the role uncertainty plays in the information-seeking behaviour of first-year students who lack the background or experience in using academic information resources and systems.