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ERIC Number: EJ1076368
Record Type: Journal
Publication Date: 2013-Jun
Pages: 21
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-0735-6331
The Role of Internet-Specific Epistemic Beliefs and Self-Regulation in High School Students' Online Academic Help Seeking: A Structural Equation Modeling Analysis
Cheng, Kun-Hung; Liang, Jyh-Chong; Tsai, Chin-Chung
Journal of Educational Computing Research, v48 n4 p469-489 Jun 2013
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.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan