Teachers' source evaluation self‐efficacy predicts their use of relevant source features when evaluating the trustworthiness of web sources on special education

Abstract

Building on prior research and theory concerning source evaluation and the role of self-efficacy in the context of online learning, this study investigated the relationship between teachers' beliefs about their capability to evaluate the trustworthiness of sources and their reliance on relevant source features when judging the trustworthiness of websites concerning special education. We constructed the Source Evaluation Self-Efficacy Scale (SESES) and used the scores of 263 teachers on this measure to predict their reliance on source features related to the product and the producer of websites when evaluating their trustworthiness. Results showed that even after variance related to gender, age, domain knowledge and frequency of searching the Internet for special education information had been accounted for, teachers' source evaluation self-efficacy beliefs uniquely predicted their self-reported use of information about websites' products and producers when judging their trustworthiness. Thus, this research applies selfefficacy theory and research to a new area and contributes to the burgeoning literature on source evaluation within both reading and information literacy.

Web-Searching To Learn: The Role of Internet Self-Efficacy in Pre-School Educators’ Conceptions and Approaches

“…However, no effect of surface Motive or surface Strategy was confirmed related to ISE in the path analysis. While previous research findings typically show that Deep Motive and Deep Strategy in learning are positively related to ISE, and ISE does not necessarily improve surface approaches, some studies suggest that surface approaches are negatively related to ISE (Andreassen & Bråten, 2013;Pellas, 2014). For example, Liang and Wu (2010) described that the advantages of Internet self-efficacy could be used in order to develop more appropriate approaches to learning by web-searching.…”

The effects of topic familiarity, author expertise, and content relevance on Norwegian students’ document selection: A mixed methods study.

“…Many studies also indicate that despite knowledge about sourcing, students often fail to attend to and evaluate source features when engaged in task-oriented reading involving multiple documents (Britt & Aglinskas, 2002;Strømsø, et al, 2013;Stadtler & Bromme, 2007), and if attending to sources, students have been found to rely on superficial cues such as layout (Iding, et al, 2009) or to adopt a default stance using a general "rule of thumb" (e.g., "I trust documents written by professors and avoid articles written by journalists") (List & Alexander, 2018). The reason that students infrequently undertake a deeper analysis of author expertise is beyond the scope of the current thesis, but individual differences seem to be related to sourcing activities with prior knowledge (Rouet, et al, 1997;Rouet, et al, 1996;Braasch, et al, 2014), interest (Guthrie, et al, 2007), and prior attitudes towards the current reading topic (Strømsø, Bråten, & Stenseth, 2017;Braasch, et al, 2014;Andreassen & Bråten, 2013;Gottlieb & Wineburg, 2012). These connections are particularly relevant to the studies presented in the current thesis (see section 3.1 for further detail).…”

Özel Eğitim Merkezlerinde Çalışan Öğretmenlerin Mesleki Yetkinlik ve Tükenmişlik Düzeyleri Arasındaki İlişkinin Belirlenmesi

“…Mesleki yetkinlik inançları, davranışsal değişimlerde, motivasyon, başarı veya başarısızlık düzeylerinde önemli bir etkendir. Mesleki yetkinlik inancı görev seçimi, çaba ve devamlılık gibi başarı ile ilişkili davranışları önemli derecede etkilemektedir (Chan 2005;Andreassen & Braten 2013). Öğretmenlerin mesleki yetkinlik inançları zor ve olumsuz deneyimler karşısında öğretmenin harcamaya hazır olduğu çaba miktarını ve bu çabalara ne kadar süreyle devam edeceğini etkilemektedir (Almog & Shechtman 2007).…”