Understanding first-year university student information seeking through the theory of planned behaviour: A transnational perspective

Abstract

Information literacy (IL) development in higher education requires understanding how students form their research behaviours. This is important in transnational settings, where students arrive with different expectations of academic practice. This study applies the Theory of Planned Behaviour (TPB) as a theoretical lens to analyse first-year undergraduate students' intended information-seeking actions at a British university branch campus in the United Arab Emirates (UAE). Data was collected from 151 first-year undergraduate students from nine disciplines who described how they intended to find, use, and manage information for their assignments. Well-established frameworks are used alongside the TPB constructs of attitudes, subjective norms, and perceived behavioural control to investigate students' research approaches. Data underwent a reflexive process, revealing patterns in how students navigate between the expectations of a Western academic institution and their existing research practices. Findings suggest that students demonstrating high perceived behavioural control often align strongly with institutional norms, particularly in evaluating sources and research strategies. However, many students display a hybrid approach, combining pre-university habits with newly acquired academic practices. The study contributes to understanding how students develop research intentions and behaviours in their early university experience, offering insights for targeted information literacy support.