Factors influencing higher education students' information processing: Implications for academic libraries

ResearchComponents.InformationTable.Publication.Authors Juliëtte Heleen Bogchelman, Josien Boetje, Pedro De Bruyckere
ResearchComponents.InformationTable.Publication.PublishedIn The Journal of Academic Librarianship
ResearchComponents.InformationTable.Publication.PublicationDate 2025
ResearchComponents.InformationTable.Publication.Lectorates Digital Ethics
ResearchComponents.InformationTable.Publication.PublicationType Article

ResearchComponents.PublicationContent.Header

Information problem solving skills are vital for academic success, yet many higher education students struggle with effective information processing. While previous research broadly addresses information literacy, little is known about the specific factors that influence students' processing abilities. This study explores these factors by examining student performance during a complex academic task. Using a grounded theory approach, data were collected through semi-structured interviews with nine undergraduate students and analyzed via constant comparative analysis. Four key factors emerged: (1) prior domain knowledge enhances evaluation efficiency, (2) affective factors such as motivation strongly impact performance, (3) task complexity and cognitive load management strategies interact, and (4) external support structures matter—though librarians were notably absent as a perceived resource. These findings highlight the need for academic libraries to better align their services with students' actual information processing challenges. Practical implications include promoting whole-task iterative practice, embedding just-in-time support in domain-specific contexts, and addressing affective as well as technical skill development. By focusing on these four factors, academic libraries can more effectively support students. This study contributes to both the theoretical understanding of information processing in higher education and the development of evidence-based strategies to enhance library support.

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researchcomponents.publicationcontent.personslist.publicationauthors

  • Josien Boetje
    • PhD candidate
    • researchcomponents.publicationcontent.authorlectoratelabelsingle: Digital Ethics
ResearchComponents.DetailedInformation.Language English
ResearchComponents.DetailedInformation.PublishedIn The Journal of Academic Librarianship
ResearchComponents.DetailedInformation.YearAndVolume 51 5
ResearchComponents.DetailedInformation.Keywords information problem solving, higher education, instructional support, evidence synthesis, grounded theory, graduation project, information literacy, academic librarians
ResearchComponents.DetailedInformation.DigitalObjectIdentifier 10.1016/j.acalib.2025.103106
ResearchComponents.DetailedInformation.PageRange 1-11

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