THE RELATIONSHIP BETWEEN LIBRARY ANXIETY AND LEARNING STYLES AMONG GRADUATE-STUDENTS - IMPLICATIONS FOR LIBRARY INSTRUCTION

Because library anxiety can be an impediment to academic achievement a mong graduate students, this study determines the characteristics of t his anxiety. Specifically, the relationship between learning style and library anxiety was investigated. A setwise multiple regression analy sis revealed that students with the highest levels of library anxiety tend be those who like structure, who are self-motivated, who lack per sistence, and who are peer-oriented learners. In addition, they tend t o prefer to receive information via the visual mode, but not via eithe r tactile or kinesthetic modes. Finally, these students tend to requir e mobility in learning environments and do not prefer to undertake dif ficult tasks in the afternoon. The implications of these findings are discussed.