Virtual library anxiety among university students: An empirical baseline for integrated academic library service models

Despite the transition to digital-first environments, the role of student information behavior and the stressors inherent in digital screen navigation remain understudied. While traditional library anxiety models focus on physical spaces, a gap exists in understanding how cognitive behaviors adapt to digital interfaces. Using a modified version of Bostick's Library Anxiety Scale and Kuhlthau's Information Search Process (ISP) as a framework, this study addresses this gap by investigating the core obstacles to virtual library access, the symptoms of resulting anxiety, and the distribution of this distress across academic majors and frequency of use. Correlation analysis reveals a high statistical convergence between students' overall anxiety and Affective Knowledge and Technology barriers, suggesting virtual distress is an integrated experience where technical hurdles are tied to self-efficacy. Most significantly, the data reveals a Frequency Paradox: contrary to traditional models of skill acquisition, increased library use corresponds with heightened anxiety. Findings suggest that without affective support, repeated screen interactions reinforce inadequacy and procedural hesitation. Consequently, the paper proposes a New Service Model centered on “Atmospheric Support” to help students navigate the modern research environment successfully and presents a model outlining practical directions for integrating virtual library services that proactively address affective and technological barriers.