{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,28]],"date-time":"2026-02-28T16:15:30Z","timestamp":1772295330452,"version":"3.50.1"},"reference-count":61,"publisher":"Emerald","issue":"6","license":[{"start":{"date-parts":[[2014,10,7]],"date-time":"2014-10-07T00:00:00Z","timestamp":1412640000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2014,10,7]]},"abstract":"\n Purpose<\/jats:title>\n \u2013 The purpose of this paper is to explore the role of personality (intellectual curiosity, conscientiousness and negative emotionality) and approach to studying (deep, strategic and surface) on students\u2019 learning-related information behaviour in inquiry tasks. <\/jats:p>\n <\/jats:sec>\n \n Design\/methodology\/approach<\/jats:title>\n \u2013 Data were collected from 219 senior high school students with the use of three questionnaires. <\/jats:p>\n <\/jats:sec>\n \n Findings<\/jats:title>\n \u2013 The findings showed that students\u2019 individual traits influenced different aspects of their learning-related information behaviour from information need to information use. <\/jats:p>\n <\/jats:sec>\n \n Research limitations\/implications<\/jats:title>\n \u2013 The results were based on survey data. Reliability issues with the scales are discussed. In future research qualitative data would enrich the understanding of the phenomena. <\/jats:p>\n <\/jats:sec>\n \n Practical implications<\/jats:title>\n \u2013 The results are informative for teachers and librarians who guide students in inquiry tasks. <\/jats:p>\n <\/jats:sec>\n \n Originality\/value<\/jats:title>\n \u2013 The study spanned learning-related information behaviour across the whole inquiry process: from task construction through task performance to task completion. The findings showed that individual traits were particularly influential at the task completion stage, that is on information use.<\/jats:p>\n <\/jats:sec>","DOI":"10.1108\/jd-02-2014-0041","type":"journal-article","created":{"date-parts":[[2014,10,9]],"date-time":"2014-10-09T06:52:11Z","timestamp":1412837531000},"page":"1076-1097","source":"Crossref","is-referenced-by-count":11,"title":["Spanning information behaviour across the stages of a learning task"],"prefix":"10.1108","volume":"70","author":[{"given":"Jannica","family":"Heinstr\u00f6m","sequence":"first","affiliation":[]},{"given":"Eero","family":"Sormunen","sequence":"additional","affiliation":[]},{"given":"Sarita","family":"Kaunisto-Laine","sequence":"additional","affiliation":[]}],"member":"140","reference":[{"key":"key2023032015221882800_b1","doi-asserted-by":"crossref","unstructured":"Abusin, K.A.\n , \n Zainab, A.N.\n and \n Karim, N.H.A.\n (2011), \u201cSudanese library anxiety constructs\u201d, Information Development, Vol. 27 No. 3, pp. 161-175.","DOI":"10.1177\/0266666911414376"},{"key":"key2023032015221882800_b2","doi-asserted-by":"crossref","unstructured":"Alexandersson, M.\n and \n Limberg, L.\n (2003), \u201cConstructing meaning through information artefacts\u201d, The New Review of Information Behaviour Research, Vol. 4 No. 1, pp. 17-30.","DOI":"10.1080\/14716310310001631417"},{"key":"key2023032015221882800_b3","doi-asserted-by":"crossref","unstructured":"Bawden, D.\n and \n Robinson, L.\n (2011), \u201cIndividual differences in information-related behaviour: what do we know about information styles\u201d, in \n Spink, A.\n and \n Heinstr\u00f6m, J.\n (Eds), New Directions in Information Behaviour, Emerald, Bingley, pp. 282-300.","DOI":"10.1108\/S1876-0562(2011)002011a009"},{"key":"key2023032015221882800_b4","doi-asserted-by":"crossref","unstructured":"Bidjerano, T.\n and \n Dai, D.Y.\n (2007), \u201cThe relationship between the big-five model of personality and self-regulated learning strategies\u201d, Learning and Individual Differences, Vol. 17 No. 1, pp. 69-81.","DOI":"10.1016\/j.lindif.2007.02.001"},{"key":"key2023032015221882800_b5","doi-asserted-by":"crossref","unstructured":"Busato, V.V.\n , \n Prins, F.J.\n , \n Elshout, J.J.\n and \n Hamaker, C.\n (1999), \u201cThe relation between learning styles, the Big Five personality traits and achievement motivation in higher education\u201d, Personality and Individual Differences, Vol. 26 No. 1, pp. 129-140.","DOI":"10.1016\/S0191-8869(98)00112-3"},{"key":"key2023032015221882800_b6","doi-asserted-by":"crossref","unstructured":"Chamorro-Premuzic, T.\n and \n Furnham, A.\n (2003), \u201cPersonality predicts academic performance: evidence from two longitudinal university samples\u201d, Journal of Research in Personality, Vol. 37 No. 4, pp. 319-338.","DOI":"10.1016\/S0092-6566(02)00578-0"},{"key":"key2023032015221882800_b7","doi-asserted-by":"crossref","unstructured":"Chamorro-Premuzic, T.\n and \n Furnham, A.\n (2008), \u201cPersonality, intelligence and approaches to learning as predictors of academic performance\u201d, Personality and Individual Differences, Vol. 44 No. 7, pp. 1596-1603.","DOI":"10.1016\/j.paid.2008.01.003"},{"key":"key2023032015221882800_b8","unstructured":"Costa, P.T. 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