Psychological factors behind incidental information acquisition

This paper discusses incidental information acquisition in the light of psychological aspects. A theoretical introduction is followed by an account of three research projects where incidental information acquisition was related to personality traits, approaches to studying, and emotions. The respondents were grades 6–12, master's thesis, and mature library and information science (LIS) students representing an age range of 12–53 years. An energetic personality, high motivation, and positive emotionality were shown to enhance likelihood for incidental acquisition, while low motivation, stress, and insecurity reduced receptivity.