TY - JOUR
T1 - The role of internet-specific epistemic beliefs and self-regulation in high school students' online academic help seeking
T2 - A structural equation modeling analysis
AU - Cheng, Kun Hung
AU - Liang, Jyh Chong
AU - Tsai, Chin-Chung
PY - 2013/1/1
Y1 - 2013/1/1
N2 - 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, naïve 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.
AB - 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, naïve 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.
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U2 - 10.2190/EC.48.4.d
DO - 10.2190/EC.48.4.d
M3 - Article
AN - SCOPUS:84881454709
SN - 0735-6331
VL - 48
SP - 469
EP - 489
JO - Journal of Educational Computing Research
JF - Journal of Educational Computing Research
IS - 4
ER -