Exploring the Availability of Time, Space, and Interest in Borrowing Philosophy Books: Towards Moderating Interdisciplinary and Transdisciplinary Trends

Abstract

This study examines the borrowing behavior of Category B (philosophy-related) books at the Nanjing Normal University Library over the period 2016-2024, drawing on circulation records encompassing 21,842 readers, 39,079 books, and 169,415 loan transactions. Employing a mixed-methods approach integrating Principal Component Analysis (PCA), Structural Equation Modeling (SEM), moderated regression analysis, and subject term cluster analysis, this research investigates how time-space-interest (TSI) shape borrowing behavior, with renewal intention and gender serving as moderating variables. PCA extracted three principal components: F1 (encompassing TSI dimensions), F2 (comprising T1/S1/S indicators), and F3 (focusing on B9/T1 subject categories), which were used for longitudinal analysis across three distinct periods: 2016-2018, 2019-2021, and 2022-2024. SEM results revealed the evolving central role of TSI in influencing borrowing behavior: transitioning from a time-dominated model (2016-2018) to a space-prioritized framework (2019-2021), and ultimately to a fully integrated TSI model (2022-2024) where all three dimensions exhibited factor loadings greater than 0.5. Moderated regression analysis indicated that renewal intention negatively moderated the impact of TSI on LogTotal (borrowing volume) during the 2016-2018 and 2022-2024 periods, whereas gender positively moderated this relationship in 2019-2021—with the effect being more pronounced among female readers. Additionally, male readers demonstrated higher overall borrowing volumes with greater variability compared to their female counterparts. Subject term cluster analysis identified core research themes, including Chinese philosophy and Sino-Western intellectual history, as well as emerging interdisciplinary trends such as the intersection of philosophy and digital humanities. The findings of this study offer empirical insights to inform the development of library resource allocation strategies and equity-focused services tailored to the diverse needs of library users, while pioneering a new pathway for integrating reading therapy into the mental health education of college students.