How do gender, Internet activity and learning beliefs predict sixth-grade students’ self-efficacy beliefs in and attitudes towards online inquiry?

  • Eero Sormunen (Creator)
  • Norbert Erdmann (Creator)
  • Suzanne CSA Otieno (University of Jyväskylä) (Creator)
  • Mirjamaija Mikkilä-Erdmann (Creator)
  • Eero Laakkonen (University of Turku) (Creator)
  • Teemu Mikkonen (Creator)
  • Md Hossain (Creator)
  • Roberto González-Ibáñez (Creator)
  • Mario Quintanilla-Gatica (Pontificia Universidad Católica de Chile) (Creator)
  • Paavo HT Leppänen (University of Jyväskylä) (Creator)
  • Marja Vauras (Creator)

Dataset

Description

Today’s students search, evaluate and actively use Web information in their school assignments, that is, they conduct an online inquiry. This current survey study addresses sixth-grade students’ self-efficacy beliefs in and attitudes towards online inquiry, and to what extent free-time and school-related Internet activity, gender and learning beliefs explain these. The questionnaire was administered in 10 schools to 340 sixth-graders in Finland. Exploratory and confirmatory factor analyses revealed three elements of self-efficacy beliefs: self-efficacy in Web searching, the evaluation of sources and synthesising information. Furthermore, attitudes towards online inquiry loaded into two factors: a positive and a negative attitude towards online inquiry. A structural equation model was used to analyse the effects of the explanatory variables on the factors. The results of this work suggest that gender and free-time Internet use predict most sixth-graders’ self-efficacy beliefs in and attitudes towards online inquiry.
Date made available15 Sept 2021

Field of science, Statistics Finland

  • 518 Media and communications
  • 113 Computer and information sciences

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