Testing measurement invariance and latent mean differences across gender groups in college students' Internet-specific epistemic beliefs

Yen Lin Chiu, Chin Chung Tsai, Jyh Chong Liang

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

The purposes of this study were to investigate the measurement invariance and gender differences in the Internet-specific epistemic beliefs between male and female undergraduates. A total of 735 university students in Taiwan were surveyed using the Internet-specific epistemic beliefs questionnaire (ISEQ). By conducting structural equation modeling (SEM), the measurement invariance and latent mean comparisons across gendered groups were tested. After the invariance tests were all satisfied, the latent mean analysis approach was conducted. The results of the latent mean comparisons revealed that a gender gap occurred in the uncertainty, complexity and source of Internet-specific epistemic beliefs; however no gender difference was found in the justification dimension. In general, the study findings suggest that differences in beliefs regarding Internet-based knowledge exist between undergraduate males and females. The gendered issue of Internet-based learning and epistemic beliefs cannot be ignored. Finally, some suggestions for developing Internet-related curricula and instruction were also proposed.

Original languageEnglish
Pages (from-to)486-499
Number of pages14
JournalAustralasian Journal of Educational Technology
Volume31
Issue number4
Publication statusPublished - 2015 Jan 1

Fingerprint

gender-specific factors
Internet
Group
student
Taiwan
uncertainty
instruction
curriculum
questionnaire
university
gender
learning

ASJC Scopus subject areas

  • Education

Cite this

@article{d3649f4a454041508a2725a36d1278f3,
title = "Testing measurement invariance and latent mean differences across gender groups in college students' Internet-specific epistemic beliefs",
abstract = "The purposes of this study were to investigate the measurement invariance and gender differences in the Internet-specific epistemic beliefs between male and female undergraduates. A total of 735 university students in Taiwan were surveyed using the Internet-specific epistemic beliefs questionnaire (ISEQ). By conducting structural equation modeling (SEM), the measurement invariance and latent mean comparisons across gendered groups were tested. After the invariance tests were all satisfied, the latent mean analysis approach was conducted. The results of the latent mean comparisons revealed that a gender gap occurred in the uncertainty, complexity and source of Internet-specific epistemic beliefs; however no gender difference was found in the justification dimension. In general, the study findings suggest that differences in beliefs regarding Internet-based knowledge exist between undergraduate males and females. The gendered issue of Internet-based learning and epistemic beliefs cannot be ignored. Finally, some suggestions for developing Internet-related curricula and instruction were also proposed.",
author = "Chiu, {Yen Lin} and Tsai, {Chin Chung} and Liang, {Jyh Chong}",
year = "2015",
month = "1",
day = "1",
language = "English",
volume = "31",
pages = "486--499",
journal = "Australasian Journal of Educational Technology",
issn = "1449-5554",
publisher = "Australian Society for Educational Technology",
number = "4",

}

TY - JOUR

T1 - Testing measurement invariance and latent mean differences across gender groups in college students' Internet-specific epistemic beliefs

AU - Chiu, Yen Lin

AU - Tsai, Chin Chung

AU - Liang, Jyh Chong

PY - 2015/1/1

Y1 - 2015/1/1

N2 - The purposes of this study were to investigate the measurement invariance and gender differences in the Internet-specific epistemic beliefs between male and female undergraduates. A total of 735 university students in Taiwan were surveyed using the Internet-specific epistemic beliefs questionnaire (ISEQ). By conducting structural equation modeling (SEM), the measurement invariance and latent mean comparisons across gendered groups were tested. After the invariance tests were all satisfied, the latent mean analysis approach was conducted. The results of the latent mean comparisons revealed that a gender gap occurred in the uncertainty, complexity and source of Internet-specific epistemic beliefs; however no gender difference was found in the justification dimension. In general, the study findings suggest that differences in beliefs regarding Internet-based knowledge exist between undergraduate males and females. The gendered issue of Internet-based learning and epistemic beliefs cannot be ignored. Finally, some suggestions for developing Internet-related curricula and instruction were also proposed.

AB - The purposes of this study were to investigate the measurement invariance and gender differences in the Internet-specific epistemic beliefs between male and female undergraduates. A total of 735 university students in Taiwan were surveyed using the Internet-specific epistemic beliefs questionnaire (ISEQ). By conducting structural equation modeling (SEM), the measurement invariance and latent mean comparisons across gendered groups were tested. After the invariance tests were all satisfied, the latent mean analysis approach was conducted. The results of the latent mean comparisons revealed that a gender gap occurred in the uncertainty, complexity and source of Internet-specific epistemic beliefs; however no gender difference was found in the justification dimension. In general, the study findings suggest that differences in beliefs regarding Internet-based knowledge exist between undergraduate males and females. The gendered issue of Internet-based learning and epistemic beliefs cannot be ignored. Finally, some suggestions for developing Internet-related curricula and instruction were also proposed.

UR - http://www.scopus.com/inward/record.url?scp=84946407015&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84946407015&partnerID=8YFLogxK

M3 - Article

VL - 31

SP - 486

EP - 499

JO - Australasian Journal of Educational Technology

JF - Australasian Journal of Educational Technology

SN - 1449-5554

IS - 4

ER -