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<p>In the context of increasingly digitalized education, understanding students’ beliefs about online knowledge and their related learning behaviors is vital for enhancing the effectiveness of e-learning environments. This study aimed to investigate the predictive effects and relationships among gender, online information search strategies (OISS), the study process (SP), online academic help-seeking behaviors (OAHS), and internet-specific epistemic beliefs (ISEB) among 600 college students. The results of the study yielded several significant findings. First, male students were more likely than their female counterparts to adopt deep study processes. Additionally, male students were more inclined to seek academic help through both formal and informal channels. Moreover, the study revealed close relationships among the dimensions of students’ ISEB, OAHS, SP, and OISS. The study also showed that OAHS, SP, and OISS jointly and significantly predicted various dimensions of ISEB. The explanatory powers of these factors ranged from 19 to 36%. Notably, information-searching behaviors in OAHS emerged as common predictors. Finally, an ISEB cluster analysis revealed three distinct clusters: naive beliefs with high justification, modest beliefs with moderately low justification, and sophisticated beliefs with low justification.</p>

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How can internet-specific epistemic beliefs be cultivated? The role of information searching, the study process and online academic help-seeking

  • 期刊论文

  • 发表日期：

    2025年12月5日

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  • Chiao Ling Huang,
  • Chengze Zeng,
  • Shu Ching Yang

摘要

In the context of increasingly digitalized education, understanding students’ beliefs about online knowledge and their related learning behaviors is vital for enhancing the effectiveness of e-learning environments. This study aimed to investigate the predictive effects and relationships among gender, online information search strategies (OISS), the study process (SP), online academic help-seeking behaviors (OAHS), and internet-specific epistemic beliefs (ISEB) among 600 college students. The results of the study yielded several significant findings. First, male students were more likely than their female counterparts to adopt deep study processes. Additionally, male students were more inclined to seek academic help through both formal and informal channels. Moreover, the study revealed close relationships among the dimensions of students’ ISEB, OAHS, SP, and OISS. The study also showed that OAHS, SP, and OISS jointly and significantly predicted various dimensions of ISEB. The explanatory powers of these factors ranged from 19 to 36%. Notably, information-searching behaviors in OAHS emerged as common predictors. Finally, an ISEB cluster analysis revealed three distinct clusters: naive beliefs with high justification, modest beliefs with moderately low justification, and sophisticated beliefs with low justification.