The role of internet-specific epistemic beliefs and self-regulation in high school students' online academic help seeking: A structural equation modeling analysis

Kun-Hung Cheng*, Jyh Chong Liang, Chin Chung Tsai

*此作品的通信作者

研究成果: Article同行評審

18 引文 斯高帕斯(Scopus)

摘要

Three instruments (i.e., Internet-specific epistemic beliefs, self-regulation, and online academic help seeking questionnaires) were administered to 319 high school students with the aim of understanding the role of Internet-specific epistemic beliefs and self-regulation in their online academic help seeking. Through a structure equation modeling analysis, the results confirm the mediated effects of self-regulation on the relationships between Internet-specific epistemic beliefs and online academic help seeking. Interestingly, naïve beliefs about how Internet-based knowledge is constructed and sophisticated beliefs about how Internet-based knowledge is evaluated are verified to be linked with the students' online academic help seeking. The results imply that, with the focus on the Internet as a context of information, the positive influences of sophisticated epistemic beliefs on learning might be challenged, and the role of personal epistemic beliefs should be reinterpreted.

原文English
頁(從 - 到)469-489
頁數21
期刊Journal of Educational Computing Research
48
發行號4
DOIs
出版狀態Published - 1 1月 2013

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