Abstract
Epistemological beliefs were found to affect students' cognitive engagement, study strategies, as well as motivation in classroom settings. However, research on the relationship between epistemological beliefs, motivation, and student learning in online settings has been under-studied and under-theorized. This study investigated the relationships among epistemological beliefs, achievement goals, and learning performance in online discussions. 124 students participated in discussion activities in an online instructional technology course. The results from correlation analysis and structural equation modeling indicate that epistemological beliefs have significant effects on students' learning performance, through the mediation of achievement goals.
| Original language | English |
|---|---|
| Pages (from-to) | 542-547 |
| Number of pages | 6 |
| Journal | Computer-Supported Collaborative Learning Conference, CSCL |
| Volume | 1 |
| State | Published - 2013 |
| Event | 10th International Conference on Computer-Supported Collaborative Learning, CSCL 2013 - Madison, WI, United States Duration: Jun 15 2013 → Jun 19 2013 |
ASJC Scopus subject areas
- Human-Computer Interaction
- Education