The anticipated and assessed contribution of information types in references retrieved for preparing a research proposal

This small‐scale empirical study focuses on students' anticipated and assessed contribution of references retrieved during the preparation of research proposals. It explores how the expected contribution of types of information before searches differs from the assessed contribution of relevant references found by the types of information. Twenty‐two psychology undergraduates searched the PsychINFO database for references at the initial and end stages of a seminar for preparing proposals. Data about their subject knowledge, search goals, and utility assessments were collected using several methods. They were asked to predict and assess the utility of information types provided by relevant references for the proposals. At the beginning of the process, they found fewer general types of information and more specific types of information than they expected. However, the students tended to accept references according to their expectations. By the end of the process, the expected importance of general information types declined and the importance of specific information types increased. At the end of the task, students became more proficient at recognizing the utility and topicality of references. They also became more critical in accepting found information to match their expectations.