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The Influence of Internet-Specific Epistemic Beliefs on Academic Achievement in an Online Collaborative Learning Context for College Students

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  • Yunzhen Liang

    (Department of Education, Henan Normal University, Xinxiang 453007, China)

  • Liling Ren

    (Department of Education, Henan Normal University, Xinxiang 453007, China)

  • Chun Wei

    (Information Engineering College, Zhejiang University of Technology, Hangzhou 310023, China)

  • Yafei Shi

    (Department of Education, Henan Normal University, Xinxiang 453007, China)

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 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.

Suggested Citation

  • Yunzhen Liang & Liling Ren & Chun Wei & Yafei Shi, 2023. "The Influence of Internet-Specific Epistemic Beliefs on Academic Achievement in an Online Collaborative Learning Context for College Students," Sustainability, MDPI, vol. 15(11), pages 1-22, June.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:11:p:8938-:d:1161856
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    References listed on IDEAS

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    1. Nir Madjar & Michael Weinstock & Avi Kaplan, 2017. "Epistemic beliefs and achievement goal orientations: Relations between constructs versus personal profiles," The Journal of Educational Research, Taylor & Francis Journals, vol. 110(1), pages 32-49, January.
    2. Monica Njanjokuma Otu & Stanley Osezua Ehiane & Hlabathi Maapola-Thobejane & Mosud Yinusa Olumoye, 2023. "Psychosocial Implications, Students Integration/Attrition, and Online Teaching and Learning in South Africa’s Higher Education Institutions in the Context of COVID-19," Sustainability, MDPI, vol. 15(8), pages 1-16, April.
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