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ERIC Number: EJ1076368
Record Type: Journal
Publication Date: 2013-Jun
Pages: 21
Abstractor: As Provided
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.
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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
Grant or Contract Numbers: N/A