The role of internet-specific epistemic beliefs and self-regulation in high school students' online academic help seeking: A structural equation modeling analysis

Kun-Hung Cheng*, Jyh Chong Liang, Chin Chung Tsai

*Corresponding author for this work

Research output: Contribution to journalArticle

7 Scopus citations

Abstract

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.

Original languageEnglish
Pages (from-to)469-489
Number of pages21
JournalJournal of Educational Computing Research
Volume48
Issue number4
DOIs
StatePublished - 1 Jan 2013

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