Information problem solving skills are vital for academic success, yet many higher education students struggle with effective information processing. While previous research broadly addresses information literacy, little is known about the specific factors that influence students' processing abilities. This study explores these factors by examining student performance during a complex academic task. Using a grounded theory approach, data were collected through semi-structured interviews with nine undergraduate students and analyzed via constant comparative analysis. Four key factors emerged: (1) prior domain knowledge enhances evaluation efficiency, (2) affective factors such as motivation strongly impact performance, (3) task complexity and cognitive load management strategies interact, and (4) external support structures matter—though librarians were notably absent as a perceived resource. These findings highlight the need for academic libraries to better align their services with students' actual information processing challenges. Practical implications include promoting whole-task iterative practice, embedding just-in-time support in domain-specific contexts, and addressing affective as well as technical skill development. By focusing on these four factors, academic libraries can more effectively support students. This study contributes to both the theoretical understanding of information processing in higher education and the development of evidence-based strategies to enhance library support.
