Literaturnachweis - Detailanzeige
Autor/inn/en | Chiu, Yen-Lin; Liang, Jyh-Chong; Tsai, Chin-Chung |
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Titel | Internet-Specific Epistemic Beliefs and Self-Regulated Learning in Online Academic Information Searching |
Quelle | In: Metacognition and Learning, 8 (2013) 3, S.235-260 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1556-1623 |
DOI | 10.1007/s11409-013-9103-x |
Schlagwörter | Epistemology; Internet; Self Control; Independent Study; Learning Processes; Online Searching; College Students; Factor Analysis; Student Attitudes; Knowledge Level; Goal Orientation; Planning; Reflection; Correlation |
Abstract | Epistemic beliefs have been considered as important components of the self-regulatory model; however, their relationships with self-regulated learning processes in the Internet context need further research. The main purpose of this study was to examine the relationships between Internet-specific epistemic belief dimensions and self-regulated learning activities while using the Internet for academic information searching. A total of 758 university students were sampled in this study. Through factor analyses, four dimensions of Internet-specific epistemic beliefs were identified, labeled as certainty of Internet-based knowledge, simplicity of Internet-based knowledge, source of Internet-based knowledge, and justification for Internet-based knowing. Factor analyses also revealed two dimensions of self-regulated learning while using the Internet for academic searching, namely preparatory self-regulated learning (i.e., task definition as well as goal setting and planning) and enactment self-regulated learning (i.e., controlling, monitoring, and reflecting). The results of the structural relationship analysis indicated that the preparatory phase of self-regulated learning positively correlated with Internet-specific epistemic beliefs relating to justification for Internet-based knowing, and was also negatively associated with two other dimensions of Internet-specific epistemic beliefs regarding simplicity of Internet-based knowledge and source of Internet-based knowledge. In addition, preparatory self-regulated learning mediated the relationships between these three dimensions of Internet-specific epistemic beliefs and the enactment phase of self-regulated learning. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |