Abstract
This study investigated the structural relationships among library usage, resource utilization, information literacy, and librarian interactions, and their relationships to students’ academic success in higher education. Employing a quantitative research design, data were gathered from undergraduate students using standardized instruments, with analyses conducted through descriptive statistics, correlation, regression, and structural equation modeling (SEM). Results indicated that students demonstrated moderately high engagement across all four variables, with resource utilization rated the highest and librarian interactions the lowest. Correlation analysis revealed significant positive relationships between the four constructs and academic success, with information literacy showing the strongest association. Regression analyses highlighted the perceived helpfulness of librarians and students’ source evaluation skills as the most influential predictors of academic success, alongside satisfaction with library facilities. SEM results confirmed that Structural Model 5 achieved excellent fit indices, validating the integrated role of library usage, resource utilization, information literacy, and librarian interactions in fostering student performance. The findings underscore the importance of academic libraries not only as providers of resources but also as facilitators of critical competencies and meaningful academic support. The study recommends embedding library engagement and information literacy into higher education curricula and policies, strengthening librarian visibility, and developing innovative student-centered programs.
