Information avoidance in academia: A grounded theory study of when and why scholars choose not to seek relevant information

This qualitative study employed constructivist grounded theory to investigate information avoidance behaviors among 25 Nigerian scholars across three universities (October 2025–January 2026). Through interviews, artifact analysis, and reflective diaries, five themes emerged: emotional triggers, cognitive strategies, organizational pressures, discipline-specific patterns (STEM data exclusion vs humanities source avoidance), and consequences (reduced research quality, timeline delays). Results demonstrate that avoidance stems from systemic institutional factors rather than individual shortcomings. Findings indicate that publication metrics and funding constraints create information silos, while disciplinary norms shape avoidance pathways. Recommendations include reforming performance metrics, implementing discipline-specific interventions, and embedding psychological safety in academic culture. This research addresses critical gaps in understanding scholarly information behavior and provides actionable strategies to enhance research integrity and reproducibility in high-pressure academic environments.