Award Date
12-1-2024
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Psychology, Leadership, and Higher Education
First Committee Member
E. Michael Nussbaum
Second Committee Member
Jonathan Hilpert
Third Committee Member
Lisa Bendixen
Fourth Committee Member
Chyllis Scott
Number of Pages
203
Abstract
While research has shown that epistemic cognition plays an important role in self-regulation, the way in which it does so in online contexts needs further research. The objective of this dissertation was to examine the relationship between Internet-specific epistemic cognition and Internet-specific self-regulated learning, and to use a mixed-methods approach in order to expand upon the way learners undergo the evaluation of information in online spaces beyond the traditional method of only using self-report measures and other common quantitative techniques. Using an explanatory sequential mixed-methods design, Phase 1 (N = 117) used quantitative methods to first look at the relationship between epistemic cognition and self-regulated learning (SRL), using both the Internet-specific epistemological questionnaire (ISEQ) and a self-regulated learning questionnaire. Then a Pearson’s test of correlation was used to examine any indication of a relationship between these self-report measures. Using qualitative methods, Phase 2 (n = 12) used an online text, think-aloud protocols, and semi-structured interviews to better determine how epistemic cognition and self-regulated learning impact information evaluation while on the Internet, particularly when information with discrepancies is present, as well as how these results differed from the self-report data. For their task participants read a text on supplement use for preventing and treating a cold, which had both accurate information as well as discrepancies. During this task they followed think-aloud protocols to record what they were doing and thinking during the task, and then semi-structured interviews were completed afterwards. This data was used to provide a different perspective into how participants use epistemic cognition and self- regulation during online information gathering and evaluation, as compared to the self-report measures in Phase 1.
Keywords
Epistemic Beliefs; Information Evaluation; Metacognition; Misinformation; Mixed Methods; Self-Regulated Learning
Disciplines
Cognitive Psychology | Educational Psychology | Epistemology
File Format
File Size
1656 KB
Degree Grantor
University of Nevada, Las Vegas
Language
English
Repository Citation
Foschi, Devin T., "Effect of Epistemic Cognition and Self-Regulation on the Evaluation of Online Information" (2024). UNLV Theses, Dissertations, Professional Papers, and Capstones. 5172.
http://dx.doi.org/10.34917/38330384
Rights
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