VCU School of Business & VCU Libraries Undergraduates’ Self-Efficacy Perceptions and Their Use of...

VCU School of Business &VCU Libraries

Undergraduates’ Self-Efficacy Perceptions and Their Use of Online Library Research Services

Deborah CowlesJill StoverVirginia Commonwealth UniversityRichmond, Virginia


ACME Conference March 10, 2007

Where we stand today Computer- and Internet-savvy

undergraduates Ubiquitous Google, Wikipedia, etc. Un- or under-used electronic library

research resources OCLC Perceptions Report Missed opportunities



As one library professional put it:

“They [students] slap down a few citations from Wikipedia (which comes up on many top results of ‘research’ type queries, because of Google’s linking nature), and, with smiles on their faces, they hand in their work without even learning one thing about real research.” – Steven Cohen



Hypothesis 1

When asked to complete an academic research assignment requiring a specific number of scholarly references, undergraduate students will spend a significantly larger percentage of their time searching for information via non-library Internet sources, as opposed to using online information services available to them through their campus library.



Operational definitions

Non-library Internet sources Google, Wikipedia, other Web resources not

owned by library Online library resources

Resources made available by library’s paid subscriptions (ex: InfoTrac, online journals, e-books, etc.)

Tangible library resources Print materials including monographs,

encyclopedias, magazines, etc.



Results: 9.86 hrs. average research

2.2% would NOT use online/non-library resources (i.e., the Internet)

7.1% would NOT use online resources of campus library

21.4% would NOT use tangible (brick-and-mortar) library resources

52.7% would NOT use “other” resources



Percent of time each category

43 % of time using online/non-library resources (i.e., the Internet)

34% of time using online resources of campus library

18% of time using tangible resources of campus library

5% of time using “other” resources



Bar graph: % of time

0

5

10

15

20

25

30

35

40

45Internet (43%)

Online-Library(34%)

Tangible-Library (18%)

Other (5%)



Why it’s important

Information overload Electronic information literacy Marketing students especially need to:

Develop search skills/strategies Use information resources for all types of

research and business opportunities Know how to organize, communicate and

present research results



Search as a consumption decision

Undergraduates decide if to use, how to use, how much to use research-service options available to them Physical library Electronic library resources Internet Other research resources



Self-Efficacy vs. Self-Confidence

As opposed to generalized self-confidence, self-efficacy refers to how a person perceives his or her abilities as they apply to a specific task.

Bandura : “Given appropriate skills and adequate incentives…efficacy expectations are a major determinant of people’s choice of activities, how much effort they will expend, and of how long they will sustain effort.”



Self-Efficacy & Services Marketing

Self-efficacy theory has broad implications for service providers, since service customers more often than not participate in the production of service offerings.

Perceived self-efficacy is a factor in 1. whether consumers will choose to use a service2. how long they will persist in using the service to

achieve their goals3. their level of motivation and attitudes toward the

service4. their performance outcomes



Hypothesis 2

Undergraduates’ perceived self-efficacy regarding use of online academic library research services is positively related to their intention to use such services [H 2A], the relative amount of time they will spend using online library resources vis-à-vis other information sources [H 2B], and their attitude toward using such services [H 2C].



Perceived Self-Efficacy Items With Mean Scores

Item #Students were asked to indicate their agreement/disagreement with the following statements

ranging from 1 (Strongly Agree) to 6 (Strongly Disagree):*Mean Score*

1I have successfully used [the campus] library’s electronic resources to complete a class

assignment involving academic research.1.94

2When faced with the requirement for a class assignment to conduct academic research, my

professors/instructors encourage me to use the electronic resources of [the campus] library.

2.16

3In the past, I have experienced anxiety and/or stress when I’ve been expected to use [the

campus] library’s electronic resources to conduct academic research for a classroom assignment.

3.80

4My friends and acquaintances at [this university] routinely use the [campus] library’s

electronic resources to conduct academic research for classroom assignments.2.91

5I would feel “stressed out” if I received a class assignment that required me to use the

[campus] library’s electronic resources to conduct academic research.4.25

6Compared to my friends and classmates at [this university], I know more about using the

[campus] library’s electronic resources to conduct academic research for classroom assignments than they do.

3.53

7I meet my professors’ expectations when it comes to conducting academic research using

the electronic resources at [the campus] library.2.48

* Note: Mean scores reported here are prior to reverse coding of negatively worded items (#3 and #5). Also, in the original questionnaire, the name of the university was inserted into [bracketed] items shown here.



Findings

[H 2A & H 2B]: High (39%) Med SE (30%) Low SE (21%)

[H 2C]: High SE students have more favorable attitude.

Role of past performance and instructor involvement



Summer Research Grant

Possible directions: Uses & Gratifications Theory Marketing Communications



Thank you!

Dr. Deborah Cowles VCU School of Business

Department of Marketing

E-mail: [email protected]

Ms. Jill S. Stover, MSLS Undergraduate Services Librarian

James Branch Cabell Library, VCU

E-mail: [email protected]

URL

http://www.people.vcu.edu/~jsstover/acme/acme2007.ppt

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