Opportunities for libraries to address research anxiety in undergraduate students in STEM fields

IF 1.1 Q3 INFORMATION SCIENCE & LIBRARY SCIENCE
Emily Henderson
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引用次数: 0

Abstract

Many students pursuing STEM fields in the United States leave these subjects early on in their undergraduate studies, and this is especially true for under-represented groups of students. STEM retention is a multifaceted problem, and one emerging factor is research anxiety. Research anxiety produces negative feelings associated with scientific research, and these feelings can lead students to change their subjects of study, creating a smaller and less diverse pool of STEM graduates. Unpreparedness is a strong indicator of whether a student will experience research anxiety, so, theoretically, research anxiety may be combated by preparing students to partake in research early in their academic careers by strengthening their information literacy and library-related skills. Librarians are uniquely positioned to help alleviate this problem by providing programs centered on preparing students to partake in research-intensive assignments. However, in order to do so, research anxiety needs to be widely recognized, and librarian-led intervention needs to be specifically targeted towards this significant issue.
图书馆解决STEM领域本科生研究焦虑的机会
在美国,许多攻读STEM领域的学生在本科学习的早期就放弃了这些学科,对于代表性不足的学生群体来说尤其如此。保留STEM是一个多方面的问题,其中一个新出现的因素是研究焦虑。研究焦虑会产生与科学研究相关的负面情绪,这些情绪会导致学生改变他们的学习科目,导致STEM毕业生人数减少,多样性降低。准备不足是学生是否会经历研究焦虑的一个强有力的指标,因此,从理论上讲,研究焦虑可以通过加强学生的信息素养和图书馆相关技能,让学生在学术生涯的早期参与研究来对抗。图书馆员的独特定位是通过提供以学生参与研究密集型作业为中心的项目来帮助缓解这个问题。然而,为了做到这一点,研究焦虑需要得到广泛的认可,图书馆员领导的干预需要专门针对这一重大问题。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Insights-The UKSG Journal
Insights-The UKSG Journal INFORMATION SCIENCE & LIBRARY SCIENCE-
CiteScore
1.70
自引率
0.00%
发文量
12
审稿时长
16 weeks
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