標題: THE ROLE OF INTERNET-SPECIFIC EPISTEMIC BELIEFS AND SELF-REGULATION IN HIGH SCHOOL STUDENTS' ONLINE ACADEMIC HELP SEEKING: A STRUCTURAL EQUATION MODELING ANALYSIS
作者: Cheng, Kun-Hung
Liang, Jyh-Chong
Tsai, Chin-Chung
交大名義發表
數位內容製作中心
National Chiao Tung University
Center for Digital Content Production
公開日期: 2013
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, naive 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.
URI: http://hdl.handle.net/11536/22844
http://dx.doi.org/10.2190/EC.48.4.d
ISSN: 0735-6331
DOI: 10.2190/EC.48.4.d
期刊: JOURNAL OF EDUCATIONAL COMPUTING RESEARCH
Volume: 48
Issue: 4
起始頁: 469
結束頁: 489
顯示於類別:期刊論文


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  1. 000324665700004.pdf