How do gender, Internet activity and learning beliefs predict sixth-grade students’ self-efficacy beliefs in and attitudes towards online inquiry?
Sormunen, E., Erdmann, N., Otieno, S. C., Mikkilä-Erdmann, M., Laakkonen, E., Mikkonen, T., Hossain, M. A., González-Ibáñez, R., Quintanilla-Gatica, M., Leppänen, P. H., & Vauras, M. (2021). How do gender, Internet activity and learning beliefs predict sixth-grade students’ self-efficacy beliefs in and attitudes towards online inquiry?. Journal of Information Science, OnlineFirst. https://doi.org/10.1177/01655515211043708
Published inJournal of Information Science
© The Author(s) 2021
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. ...
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Additional information about fundingThe study was part of the Enhancing learning and teaching for future competences of online inquiry in multiple domains (iFuCo) proj-ect funded by the Academy of Finland (grant’s no. 294186), and the National Commission for Scientific and Technological Research(CONICYT) in Chile (grant AKA/EDU-03)
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