Library service quality and academic performance at university: an explanatory model

Abstract

The purpose of this article was to analyze in which way the quality of library service affects students' academic performance through four constructs. A quantitative, explanatory, cross-sectional, convenience, and explanatory sample of 701 Mexican university students was carried out and data were analyzed with structural equation modeling. A significant effect of library service quality on students' self-efficacy beliefs was found, which impacts their participation in the library and their learning strategies. This also has an impact on self-regulatory learning processes, which in turn affect academic performance. The results show the direct and indirect effects of the quality of library services on aspects of the academic process, which ultimately impacts academic performance.