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Keywords = internet-specific epistemic beliefs

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22 pages, 1505 KiB  
Article
The Influence of Internet-Specific Epistemic Beliefs on Academic Achievement in an Online Collaborative Learning Context for College Students
by Yunzhen Liang, Liling Ren, Chun Wei and Yafei Shi
Sustainability 2023, 15(11), 8938; https://doi.org/10.3390/su15118938 - 1 Jun 2023
Cited by 7 | Viewed by 2448
Abstract
Online collaborative learning has become a new norm for online teaching at colleges, and improving the quality of online collaborative learning is an inevitable requirement for deepening the information age of education. This paper establishes a multiple mediating effect model based on a [...] Read more.
Online collaborative learning has become a new norm for online teaching at colleges, and improving the quality of online collaborative learning is an inevitable requirement for deepening the information age of education. This paper establishes a multiple mediating effect model based on a self-regulated learning integration model to explore the influence of college students’ Internet-specific epistemic beliefs on academic achievement in online collaborative learning contexts. The results of a survey of 503 college students participating in online group collaborative learning showed that college students’ Internet-specific epistemic beliefs in online collaborative learning contexts significantly and positively predicted academic achievement. Moreover, college students’ metacognitive strategies partially mediated the relationship between Internet-specific epistemic justification and academic achievement. In addition, college students’ mastery goal orientation and achievement approach goal orientation had significant partial mediating effects between Internet-specific epistemic beliefs and academic achievement. College students’ mastery goal orientation and metacognitive strategies had significant chain mediating effects between Internet-specific epistemic beliefs and academic achievement. Finally, suggestions, significance, limitations, and future research directions are discussed. Full article
(This article belongs to the Section Sustainable Education and Approaches)
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