Library anxiety unveiled: Impact on students’ engagement with library resources and academic performance at Kabul University

Abstract

This study aimed to examine library anxiety among students at Kabul University, identify the contributing factors, and examine its relationship with library usage and academic performance. The study used a quantitative survey design. The findings revealed that students experienced an elevated level of library anxiety. Mechanical barriers emerged as the primary contributor, followed by affective barriers and staff barriers. Significant correlations were observed between library anxiety, library use, and students’ academic performance. Furthermore, the study identified notable associations between library anxiety and demographic factors such as gender, age, year of study, program of study, and mode of study.

Keywords:

• Academic performance
• library anxiety
• library use
• Kabul University

Acknowledgments

I am deeply grateful to my esteemed colleagues at the English Department for their invaluable guidance and unwavering support throughout this research endeavor. Furthermore, my heartfelt appreciation goes to the students of Kabul University for actively participating in this study and completing the questionnaire.

Disclosure statement

No potential conflict of interest was reported by the authors.