Identification of knowledge anxiety factors among researchers based on grounded theory

Abstract

Based on a grounded theoretical analysis of interviews and open data, this study develops a model delineating the factors influencing Knowledge Anxiety, encompassing 5 primary categories and 20 subcategories. These categories encompass Academic Characteristics (knowledge quantity, knowledge quality, and knowledge content), Outer Environment (paid marketing, negative feedback, intense competition, and evaluation mechanism), and Cognitive Environment (work stress, scientific research funding, interpersonal relationships, Time limitation, and Cause difficult) which have been identified as external drivers influencing researchers' Knowledge Anxiety. Conversely, Ability Characteristics (scientific literacy, personality traits, English proficiency, and self-expectations) and Emotional Cognition (inertia thinking, negative self-concept, perceived risks, self-efficacy, and knowledge demand) have been recognized as internal drivers impacting researchers' Knowledge Anxiety. Findings reveal that external factors such as Academic Characteristics, Outer Environment, and Cognitive Environment directly impact researchers' susceptibility to Knowledge Anxiety. Internal factors, represented by Individual Competencies and Emotional Perception, also wield significant influence. Furthermore, external forces can affect Knowledge Anxiety either directly or indirectly by interfacing with internal determinants. This study underscores that researchers' Knowledge Anxiety emerges from intricate interactions among diverse factors, rather than stemming from a solitary cause. These insights furnish valuable comprehension and prospective strategies for mitigating Knowledge Anxiety among researchers, ultimately contributing to the advancement of research in this domain.

Keywords

• Grounded theory 1
• Knowledge Anxiety2
• Researcher 3
• Academic Environment4
• Cognitive Environment5