Sandra L. De Groote University of Illinois Chicago
Kimberly Shotick Northern Illinois University
Nestor L. Osorio Northern Illinois University
Source
The Journal of Academic Librarianship
DOI: 10.1016/j.acalib.2024.102936
Abstract
This article reports on the findings of assessment tools designed to measure undergraduate students’ academic engagement, psychological factors (self-regulation), factors affecting academic work, and students’ evaluation of their academic success. Two assessment tools (Student Academic Engagement and Success Survey and Online Weekly Journal) were developed to explore these relationships. The Student Academic Engagement and Success Survey was distributed online to undergraduate students and the Online Weekly Journal was used to measure student engagement over an 8-week period with a subgroup of the survey participants. The use of the physical and online library emerged as the top two frequently utilized campus resources. Factors that affected students’ performance related to their academic work included stress, social media, and socializing with friends. Students who perceived themselves as not meeting their academic success goals may have compensated by utilizing library resources more frequently. The findings highlight the complex dynamics of students’ characteristics, academic engagement, library utilization, their ability to manage their behaviors, and various factors shaping their perception of academic success.
Fig. 5. Frequency of online library use activities Source: 10.1016/j.acalib.2024.102936
Gary Price (gprice@gmail.com) is a librarian, writer, consultant, and frequent conference speaker based in the Washington D.C. metro area.
He earned his MLIS degree from Wayne State University in Detroit.
Price has won several awards including the SLA Innovations in Technology Award and Alumnus of the Year from the Wayne St. University Library and Information Science Program. From 2006-2009 he was Director of Online Information Services at Ask.com.
