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)



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.
Koska saatavilla15 syysk. 2021

Field of science, Statistics Finland

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