Key Factors Contributing to Anxiety

Oct 13, 2025 by sorusgentrification.com 1 views

Introduction

The University of North Sumatra Library is a vital resource for postgraduate school students, providing access to a vast array of information sources necessary for the completion of their final project. However, a study conducted at the library revealed that many students experience varying levels of anxiety related to the fulfillment of these information sources. This anxiety can hinder their ability to effectively complete their project, ultimately affecting their academic performance. In this article, we will delve into the findings of this study, exploring the level of anxiety experienced by postgraduate school students and identifying the key factors contributing to this anxiety.

Methodology

The study employed a quantitative approach, utilizing the Multidimensional Library Anxiety Scale (M-LAS) as a measuring instrument to evaluate the anxiety experienced by library users. A total of 100 respondents were selected from the Postgraduate School Student Population registered as members of the library, based on 2017 LAKIP data, which recorded a total of 12,752 students. The M-LAS is a comprehensive tool designed to assess the anxiety experienced by library users, taking into account various aspects of library use, including the process of searching for information, comfort in using technology, and interaction with library staff.

Findings

The analysis of the data revealed that the highest anxiety level among postgraduate school students was in the "no anxiety" category, with 38% of respondents experiencing no anxiety. Conversely, the lowest anxiety level was found in the "Moderate Anxiety" category, with only 6% of respondents experiencing moderate anxiety. This suggests that most students are able to access the source of information without feeling excessive pressure, although there are still a handful of students who feel anxious.

Key Factors Contributing to Anxiety

Deeper analysis of the M-LAS component revealed that two aspects were the primary factors contributing to anxiety: the process of searching for information and comfort in using technology, each accounting for 11% of the respondents. Furthermore, comfort and confidence in using the library occupied third place, with 10% of the respondents experiencing anxiety in this area. This indicates that students feel quite comfortable in using library facilities, but there are still doubts in the process of finding information that can contribute to the anxiety they experience.

Obstacles Faced by Students

Another obstacle faced by students is related to interaction with library staff, which is identified as a source of anxiety with 9% of the respondents. This suggests that students may feel less supported or depressed when they need help from staff. Additionally, the level of comfort while inside the library building and understanding of the procedures for using the library also contribute to anxiety, each accounting for 6% and 5% of the respondents, respectively.

Conclusion

The findings of this study highlight the need for efforts to reduce student anxiety in fulfilling information sources for the completion of their final project. To achieve this, it is essential to focus on increasing self-confidence and comfort in using library resources. Provision of training for students about the use of libraries and increasing positive interactions with staff can be a strategic step to create a more supportive environment. By addressing these key factors, students can be more effective in completing their final project with existing sources of information, without feeling pressured by excessive anxiety.

Recommendations

Based on the findings of this study, the following recommendations are made:

Provision of Training: Provide training for students on the use of libraries, including the process of searching for information, comfort in using technology, and interaction with library staff.
Positive Interactions with Staff: Increase positive interactions with library staff to create a more supportive environment for students.
Comfort and Confidence: Focus on increasing comfort and confidence in using library resources, including the library building and procedures for using the library.
Addressing Anxiety: Address the anxiety experienced by students through various means, including counseling services and support groups.

By implementing these recommendations, the University of North Sumatra Library can create a more supportive environment for postgraduate school students, ultimately enhancing their academic performance and reducing anxiety related to the fulfillment of information sources.

Q: What is the purpose of the study on the level of anxiety of postgraduate school students in fulfilling information sources for completion of the final project at the University of North Sumatra Library?

A: The purpose of the study is to investigate the level of anxiety experienced by postgraduate school students in fulfilling information sources for completion of their final project at the University of North Sumatra Library. The study aims to identify the key factors contributing to anxiety and provide recommendations for reducing anxiety and enhancing academic performance.

Q: What is the Multidimensional Library Anxiety Scale (M-LAS) and how is it used in the study?

A: The Multidimensional Library Anxiety Scale (M-LAS) is a comprehensive tool designed to assess the anxiety experienced by library users. The M-LAS is used in the study to evaluate the anxiety experienced by postgraduate school students in fulfilling information sources for completion of their final project.

Q: What are the key findings of the study?

A: The key findings of the study include:

The highest anxiety level among postgraduate school students is in the "no anxiety" category, with 38% of respondents experiencing no anxiety.
The lowest anxiety level is found in the "Moderate Anxiety" category, with only 6% of respondents experiencing moderate anxiety.
The process of searching for information and comfort in using technology are the primary factors contributing to anxiety, each accounting for 11% of the respondents.
Comfort and confidence in using the library occupy third place, with 10% of the respondents experiencing anxiety in this area.
Interaction with library staff, comfort while inside the library building, and understanding of the procedures for using the library also contribute to anxiety, each accounting for 9%, 6%, and 5% of the respondents, respectively.

Q: What are the recommendations for reducing anxiety and enhancing academic performance?

A: The recommendations for reducing anxiety and enhancing academic performance include:

Provision of Training: Provide training for students on the use of libraries, including the process of searching for information, comfort in using technology, and interaction with library staff.
Positive Interactions with Staff: Increase positive interactions with library staff to create a more supportive environment for students.
Comfort and Confidence: Focus on increasing comfort and confidence in using library resources, including the library building and procedures for using the library.
Addressing Anxiety: Address the anxiety experienced by students through various means, including counseling services and support groups.

Q: How can the University of North Sumatra Library create a more supportive environment for postgraduate school students?

A: The University of North Sumatra Library can create a more supportive environment for postgraduate school students by implementing the recommendations outlined above, including providing training, increasing positive interactions with staff, focusing on comfort and confidence, and addressing anxiety.

Q: What are the implications of the study for academic libraries and institutions?

A: The study has implications for academic libraries and institutions, highlighting the need to create a more supportive environment for postgraduate school students. By implementing the recommendations outlined above, academic libraries and institutions can enhance academic performance and reduce anxiety among postgraduate school students.

Q: What are the limitations of the study?

A: The limitations of the study include:

The study is based on a sample of 100 respondents, which may not be representative of the entire postgraduate school student population.
The study uses the Multidimensional Library Anxiety Scale (M-LAS) as a measuring instrument, which may not capture all aspects of anxiety experienced by postgraduate school students.
The study does not explore the impact of anxiety on academic performance, which is an important area for future research.