Information Overload Among Students – The Role of Coping Strategies and Self-Esteem. A Research Report
DOI:
https://doi.org/10.12775/PBE.2025.007Słowa kluczowe
information overload, coping behaviors, resources, stress, self-esteem, information skills, information literacyAbstrakt
Celem niniejszych badań było poznanie związku przeciążenia informacyjnego z różnymi aspektami psychospołecznego funkcjonowania studentów, takimi jak: odczuwany poziom stresu, prezentowane strategie zaradcze czy stan zasobów własnych. Badanie przeprowadzono przy użyciu metody sondażowej, w tym autorskiego kwestionariusza ankiety. Ankieta została przeprowadzona na próbie N=269 studentów różnych kierunków studiów publicznego uniwersytetu w środkowej Polsce. Wyniki badań wskazują, że studenci, którzy doświadczają przeciążenia informacyjnego prezentują wyższy poziom codziennego stresu, a ich zachowania zaradcze koncentrują się wokół strategii unikowych i emocjonalnych, a nie - zadaniowych czy poznawczych. Grupa przeciążonych (N=231) posiada mniej własnych zasobów, np. deklaruje mniej stabilną sytuację życiową i niższy poziom umiejętności informacyjnych. Ponadto, studenci, którzy doświadczyli przeciążenia informacyjnego mają poczucie, że nadmiar informacji ma bardziej negatywny wpływ na ich osiągnięcia w nauce niż studenci należący do grupy nieprzeciążonych. Wyniki badania omówiono w odniesieniu do teorii zachowania zabobów (COR) Stevana Hobfolla oraz wskazano implikacje dla możliwych działań zaradczych i dalszyc
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Prawa autorskie (c) 2025 Lidia Anna Wiśniewska-Nogaj, Małgorzata Skibińska, Wioletta Kwiatkowska
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