科技发展新形式对人才规模与质量提出了更高要求，作为科研后备力量的大学生们也面临着更为繁重的科研学习压力，挫折、沮丧等情绪问题也在大学生群体中愈发普遍。以专业学习、学术研究为目的信息搜寻是大学生主要的信息搜寻活动之一。学术性任务的开放性、新颖性、创新性特点给信息获取带来了挑战。来自个人、任务、环境等方面的因素都可能给学生们的信息搜寻过程带来障碍，导致他们在信息搜寻中投入了远超预期的时间和精力，引起学术信息搜寻挫折，打击其学业自信心和热情。因此，探索学术信息搜寻挫折的起源、成因及其应对方式具有一定意义，研究者希望构建探索大学生学术信息搜寻挫折的成因，构建大学生学术信息搜寻挫折模型，并开发相应的量表，进而为如何使大学生在学术信息任务中从容应对挫折提出一些建议和参考。本研究从心理学、管理学和信息科学等领域对相关研究文献进行回顾，对学术信息搜寻挫折概念进行了界定。基于已有文献关于挫折因素的发现，从学术任务内容、挫折经历、挫折原因、挫折情绪、挫折应对方式等角度编制了半结构化访谈大纲。采用便利抽样和滚雪球的方法，通过网络问卷方式招募了34名大学生进行访谈。采用扎根理论方法，通过对访谈材料进行三级编码，构建了大学生学术信息搜寻挫折理论模型。在模型基础上编制了大学生学术信息搜寻挫折初级量表，以网络问卷方式进行了预调查和正式调查，根据调查结果对量表进行了修改和优化，并通过了信度和效度检验。最后，基于正式调查的数据对大学生学术信息搜寻挫折进行了分析，并从信息素养教育、心理韧性培养和信息系统设计三个角度为挫折应对提出了相关对策和建议。

本研究的主要发现有：（1）揭示了大学生学术信息搜寻挫折的来源和成因。研究发现，大学生学术信息搜寻挫折主要来自于对搜寻结果、过程预期与实际的落差。这些落差是由搜寻过程中学生们遭遇到来自用户、任务和信息环境的阻碍导致。（2）探索了学生在受挫后的情绪和行为反应。大学生受挫后的情绪和行为反应与其挫折归因有关：当学生们将挫折的原因归结于自身时，学生们的消极情绪较为平淡，倾向采取理性行为。相反，学生们的消极情绪更为强烈并采取情绪化行为。（3）本研究在理论模型的基础上编制了大学生学术信息搜寻挫折量表，经检验能够较好地揭示大学生在学术信息搜寻中的挫折程度和原因。最后，本研究从信息素养教育、心理韧性培养、信息系统设计等角度提出了对策建议，并指出了为了应对学术信息搜寻中的挫折等消极情绪，仅通过信息素养培训提升大学生的信息技能是不够的，还应加强挫折教育，提升学生们的心理韧性。

Seeking information for professional learning and academic tasks is a primary information pursuit of college students. Academic information tasks' novelty, innovativeness, and open-ended characteristics pose challenges to information retrieval. Various factors, including individual differences, task complexity, and environmental constraints, can hinder college students' information search process, resulting in a significant amount of time and effort invested. These obstacles can impede the completion of scientific research tasks and have negative impacts on students' confidence, enthusiasm, and motivation, causing academic frustration. Such frustration can even lead to declining interest in studies or lead to dropout. The researchers aim to study and identify the root causes of college students' frustration in seeking academic information, develop a model and scale to measure such frustration, and offer recommendations and references for students to manage academic information seeking frustration.

This study provides the definition of academic information seeking frustration for college students by reviewing previous literature in psychology, management, and information science. The researchers conducted semi-structured interviews and recruited 34 college students through online questionnaires using convenience and snowball sampling methods.  According to the grounded theory method, the researchers coded the interview data into three levels with Nvivo12 software and constructed a theoretical model of academic information search frustration for college students. On the basis of interview coding and the theoretical model, a primary scale of academic information seeking frustration for college students was developed. And pre-investigation and formal investigation were conducted through online questionnaires. A total of 803 samples were collected. According to the survey results, the scale was modified and optimized, and passed the reliability and validity test. Furthermore, this study analyzes college students' academic information search frustration based on data from a formal survey and proposes suggestions for managing such frustration from three perspectives: information literacy education, psychological resilience training, and information system design.

The main findings of this study are as follows: (1) This study unravels the sources and causes of academic information seeking frustration in college students. Such gaps result from user-related, task-related, and information environment-related obstacles encountered by students during their information search process. (2) this study demonstrates college students' emotional and behavioral responses after experiencing frustration. Students' negative emotions tend to be weaker when attributing the cause of frustration to themselves, and they tend to adopt rational behavior. Conversely, when students attribute the cause of frustration to external factors, their negative emotions tend to be stronger, and they tend to exhibit emotional behavior. (3) Based on interview data and the theoretical model of academic information seeking frustration of college students, this study developed the Academic Information Search Frustration Scale for College Students. This scale appropriately uncovers frustrations and causes while searching for scholarly information.

Finally, this study provides suggestions from the standpoints of information literacy education, psychological resilience training, and information system design.  It points out that in order to deal with negative emotions such as frustration in academic information search, only through information literacy training Information skills are not enough, frustration education should also be strengthened to improve students' psychological resilience.