– 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’ learning-related information behaviour in inquiry tasks.
– Data were collected from 219 senior high school students with the use of three questionnaires.
– The findings showed that students’ individual traits influenced different aspects of their learning-related information behaviour from information need to information use.
– 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.
– The results are informative for teachers and librarians who guide students in inquiry tasks.
– 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.
