A Quantitative Survey on the Influence of Students' Epistemic Beliefs on Their General Information Seeking Behavior

Mokhtari, Heidar

doi:10.1016/j.acalib.2014.04.001

Cited by 7 publications

(7 citation statements)

References 16 publications

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“…Both constructs have been broadly used in the related literature as important antecedents of academic performance (Andrew, 1998;Lane et al, 2004;Lent et al, 1986;Tang and Tseng, 2013;Zhu et al, 2011). Information seeking investigation in academic environments includes numerous theoretical and empirical studies (Cerretani et al, 2016) all striving to associate individuals' (students, academics and researchers) behavior toward information with their cognitive and emotional assimilation to the academic environment (Mokhtari, 2014). Further, self-efficacy has been defined as the "belief in one's capabilities to organize and execute the courses of action required to produce given attainments" (Bandura 1997, p. 3).…”

Section: Linking Exploration To Academic Performancementioning

confidence: 99%

Linking exploration to academic performance

Gkorezis

Κωσταγιόλας

Niakas

2017

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Purpose Substantial empirical research has addressed the antecedents of students’ academic performance. Building on these insights, the purpose of this paper is to extend the related literature by investigating the impact of students’ exploration on their academic performance. Furthermore, to provide a better understanding of this relationship the authors incorporate two sequential mediators, namely, information seeking and academic self-efficacy. Design/methodology/approach Quantitative approach using self-report questionnaires. This study was conducted in the Hellenic Open University through a specially designed questionnaire. The authors collected data from 248 students attending a postgraduate course in Healthcare Management. Findings The results showed that information seeking and in turn academic self-efficacy mediate the positive association between exploration and academic performance. Both theoretical and practical implications are also discussed. Originality/value Students’ exploration plays an important role in enhancing both their information seeking and self-efficacy which in turn affects their academic performance.

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Section: Linking Exploration To Academic Performancementioning

confidence: 99%

Linking exploration to academic performance

Gkorezis

Κωσταγιόλας

Niakas

2017

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“…Survey studies (Bråten & Strømsø, 2006;Bråten et al, 2005;Mokhtari, 2014) indicate relationships between aspects of epistemic cognition, and internet information seeking behaviors; however, while self-report measures give productive insight and useful indictors of variance (for example, in beliefs), beyond the typical limitations of self-survey instruments, they can be challenging to interpret in the context of behavioral processes or apply across disciplines and task types.…”

Section: Internet Specific Epistemological Beliefsmentioning

confidence: 99%

The relationship of (perceived) epistemic cognition to interaction with resources on the internet

Knight

Rienties²,

Littleton³

et al. 2017

Computers in Human Behavior

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Information seeking and processing are key literacy practices. However, they are activities that students, across a range of ages, struggle with. These information seeking processes can be viewed through the lens of epistemic cognition: beliefs regarding the source, justification, complexity, and certainty of knowledge. In the research reported in this article we build on established research in this area, which has typically used self-report psychometric and behavior data, and information seeking tasks involving closed-document sets. We take a novel approach in applying established self-report measures to a largescale, naturalistic, study environment, pointing to the potential of analysis of dialogue, web-navigationincluding sites visited -and other trace data, to support more traditional self-report mechanisms. Our analysis suggests that prior work demonstrating relationships between self-report indicators is not paralleled in investigation of the hypothesized relationships between self-report and trace-indicators. However, there are clear epistemic features of this trace data. The article thus demonstrates the potential of behavioral learning analytic data in understanding how epistemic cognition is brought to bear in rich information seeking and processing tasks.

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“…Huvila (2015) considered epistemic belief in the context of the concept of participation in archival work. Mokhtari (2014) undertook research into how epistemic beliefs of undergraduate students influenced their information‐seeking behavior using Schraw, Bendixen, and Dunkle's (2002) epistemic beliefs inventory and his own questionnaire. Walton (2017), also working within the information literacy approach, argued that epistemic beliefs research promises to aid in the development of a new model of information discernment, one which can be partitioned from reasoning, bias, and worldview, and is able to better apprehend knowledge states.…”

Section: Epistemic Beliefsmentioning

confidence: 99%

Epistemology, epistemic belief, personal epistemology, and epistemics: A review of concepts as they impact information behavior research

Kelly

2020

Asso for Info Science & Tech

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A review of a range of epistemic concepts that are commonly researched was conducted with reference to conventional epistemology and with reference to foundational approaches to justification. These were assessed in relation to previous research undertaken linking information behavior and experience with paradigm, metatheory, and discourse. This research assesses how the epistemic concept is treated, both within information science and within disciplines that have affinities to the topics or agents that have been the subject of inquiry within the field. An attempt is made to clarify the types of connections that are associated with the epistemic concept and to provide a clearer view of how research focused on information behavior might consider the questions underpinning assumptions relating to knowledge and knowing. The symbiotic connection between epistemics and information science is advanced as a suitably nuanced conception of socially organized knowledge from which to define the appropriate level at which knowledge claims can be usefully advanced. It is proposed that fostering a better understanding of epistemics as a research practice might also provide for the development of a range of insights and methods that reflect the dynamic context within which the study of information behavior and information experience is located.

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A Quantitative Survey on the Influence of Students' Epistemic Beliefs on Their General Information Seeking Behavior

Cited by 7 publications

References 16 publications

Linking exploration to academic performance

Linking exploration to academic performance

The relationship of (perceived) epistemic cognition to interaction with resources on the internet

Epistemology, epistemic belief, personal epistemology, and epistemics: A review of concepts as they impact information behavior research

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