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dc.contributor.advisorErdelez, Sanda, 1960-en
dc.contributor.authorTao, Donghua, 1973-en_US
dc.date.issued2008
dc.date.submitted2008 Springen
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on Mar. 24, 2010).en_US
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.en_US
dc.descriptionDissertation advisor: Dr. Sanda Erdelez.en_US
dc.descriptionVita.en_US
dc.descriptionIncludes bibliographical references.en_US
dc.descriptionPh. D. University of Missouri--Columbia 2008.en_US
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Information science and learning technologies.en_US
dc.description.abstractWith advanced computer and networking technologies, more and more information can be accessed electronically. Information overload has become an issue and it is increasingly difficult for a user to quickly identify and locate useful information resources. In order for libraries to provide user-centered services, it is important to examine not only what, but also why information resources are selected and used by users. The present study aims to examine how resource characteristics, library environment, and individual differences factors affect users' selection and use of information resources by testing a proposed model-Information Resources Selection and Use Model (IRSUM) based upon the Theory of Reasoned Action (TRA) and the Technology Acceptance Model (TAM). Public health students in a higher institution in the Midwestern United States were study subject. Data was collected through both focus group and self-reported questionnaires and was analyzed with Structural Equation Modeling (SEM) techniques. The study found that electronic resources were the public health students' primary resources. Three behavior beliefs (perceived usefulness, perceived ease of use, and perceived least physical effort) and two normative beliefs (instructor's influence and reference librarian's influence) largely mediated the effect of external variables on the primary resource selection, while fully mediating their impact on the actual resource use. These findings provide important theoretical and practical implications in library and information science and library services.en_US
dc.format.extentxv, 295 pagesen_US
dc.identifier.oclc568225478en_US
dc.identifier.otherTaoD-050908-D10295en_US
dc.identifier.urihttp://hdl.handle.net/10355/6736
dc.publisherUniversity of Missouri--Columbiaen_US
dc.relation.ispartof2008 Freely available dissertations (MU)en_US
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2008 Dissertations
dc.subject.lcshInformation behavioren_US
dc.subject.lcshInformation resources -- Use studiesen_US
dc.subject.lcshInformation retrievalen_US
dc.subject.lcshInformation servicesen_US
dc.subject.lcshResearch -- Methodologyen_US
dc.titleUsing theory of reasoned action (TRA) in understanding selection and use of information resources: an information resource selection and use modelen_US
dc.typeThesisen_US
thesis.degree.disciplineInformation science and learning technologieseng
thesis.degree.disciplineInformation science and learning technologiesen_US
thesis.degree.grantorUniversity of Missouri--Columbiaen_US
thesis.degree.levelDoctoralen_US
thesis.degree.namePh. D.en_US


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