NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ902599
Record Type: Journal
Publication Date: 2010
Pages: 13
Abstractor: As Provided
Reference Count: 46
ISSN: ISSN-0046-1520
The Role of Epistemic Beliefs in Students' Self-Regulated Learning with Computer-Based Learning Environments: Conceptual and Methodological Issues
Greene, Jeffrey A.; Muis, Krista R.; Pieschl, Stephanie
Educational Psychologist, v45 n4 p245-257 2010
Users benefit most from computer-based learning environments (CBLEs) when they are adept at self-regulated learning (SRL). Learner characteristics, such as epistemic beliefs, influence SRL processing. Therefore, research into learning with CBLEs must account for interactions between epistemic beliefs and SRL. In this article we integrate epistemic belief frameworks and models of SRL, and we argue that both phenomena should be modeled as a dynamic series of events. Such modeling allows for an examination of how various epistemic beliefs may be activated and deactivated through the process of self-regulation. We also show how CBLEs can be used to measure epistemic beliefs in novel ways and study how epistemic beliefs and SRL interact. Finally, we identify areas for future research and educational implications. (Contains 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A