College students' online information commitments and the role of internet-specific epistemological beliefs

Chuan Hsiang Yeh, Chin Chung Tsai

Research output: Contribution to conferencePaper

Abstract

This study aims to examine the relationships between college students' online information commitments and their Internet-specific epistemological beliefs. Two instruments, the Information Commitments Survey (ICS), including six constructs (Multiple sources, Authority, Content, Technical, Elaboration, and Match) and the Internet-Specific Epistemological Questionnaire (ISEQ), including four constructs (Certainty, Simplicity, Source, and Justification), were utilized for collecting the responses from 368 Taiwanese undergraduates. The exploratory factor analyses showed that there was adequate reliability in the two questionnaires. Correlation analyses found students' online information commitments and their Internet-specific epistemological beliefs to be related to each other. The regression analyses indicated that college students' Internet-specific epistemological beliefs were essential predictors of their online information commitments.

Original languageEnglish
Pages251-257
Number of pages7
Publication statusPublished - 2012 Jan 1
Externally publishedYes
Event20th International Conference on Computers in Education, ICCE 2012 - Singapore, Singapore
Duration: 2012 Nov 262012 Nov 30

Other

Other20th International Conference on Computers in Education, ICCE 2012
CountrySingapore
CitySingapore
Period12/11/2612/11/30

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Keywords

  • Internet-specific epistemological beliefs
  • Online information commitments

ASJC Scopus subject areas

  • Computer Science (miscellaneous)
  • Education

Cite this

Yeh, C. H., & Tsai, C. C. (2012). College students' online information commitments and the role of internet-specific epistemological beliefs. 251-257. Paper presented at 20th International Conference on Computers in Education, ICCE 2012, Singapore, Singapore.