The Metacognition of Internet-Based Learning as a Mediated-Effects Analysis of the Relationships among the Epistemological Beliefs, and Academic Performance in College Students
This study aims to understand the situation of metacognitive strategies use and academic performance of internet-based when college students engage in internet-based learning, then explore the relationships among epistemological beliefs, metacognitive strategies of internet-based learning and academic performances in psychology. This study adopts questionnaire survey where the samples are collected from 902 college students. The questionnaires of epistemological beliefs, metacognitive strategies of internet-based learning and academic performances in psychology are taken to be implemented. The data are analyzed by Pearson's correlation, and structural equation modeling. Based on data analysis, results are shown as follows: The resulting empirical data can be adapted to the constructed model and support the hypothesis. When college students take online learning, the less sophisticated epistemological beliefs negatively correlate with metacognition. The metacognition of internet-based learning positively correlates between academic performances. The “metacognition of internet-based learning” plays mediator role for “epistemological beliefs “to “academic performance”. According to the above conclusions, some suggestions are proposed for higher education institutions and future studies.
Published in: World Congress on Education (WCE-2018)
- Date of Conference: 15-18 July 2018
- DOI: 10.2053/WCE.2018.0003
- ISBN: 978-1-908320-91-9
- Conference Location: Dublin, Ireland