INFORMATION OVERLOAD: THE WOES OF UNDERGRADUATE RESEARCH

Abstract

Despite extant literature on information overload and related constructs such as anxiety and information literacy self-efficacy, there is a dearth of research that empirically investigates this relationship in the academic context. To manipulate information overload, the study implemented a novel pseudo-information seeking task where participants (n = 166, M = 21.85, SD = 5.29) received either high or low amounts of information. It was hypothesised that individuals in the high-load condition would experience more anxiety than individuals in the low-load condition. However, there were two competing hypotheses for the role of information literacy self-efficacy in the proposed relationship. Specifically, whether information literacy self-efficacy moderates the effect of information load on anxiety, or if it reduces anxiety independently. Consistent with our hypotheses, regression analyses revealed that information load positively predicted anxiety and information literacy self-efficacy negatively predicted anxiety. However, there was no influence of information literacy self-efficacy on the effect of information load on anxiety. Overall, the study provides preliminary support to the proposed relationship and opens the door for future experimental studies within the literature.