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|Title:||Influence of Epistemological Beliefs and Goal Orientation on Learning Performance in CSCL|
|Publisher:||International Society of the Learning Sciences|
|Citation:||Xie, K. & Huang, K. (2013). Influence of Epistemological Beliefs and Goal Orientation on Learning Performance in CSCL. In Rummel, N., Kapur, M., Nathan, M., & Puntambekar, S. (Eds.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings Volume 1 — Full Papers & Symposia (pp. 542-547). Madison, WI: International Society of the Learning Sciences.|
|Abstract:||Epistemological beliefs were found to affect students' cognitive engagement, study strategies, as well as motivation in classroom settings. However, research on the relationship between epistemological beliefs, motivation, and student learning in online settings has been under-studied and under-theorized. This study investigated the relationships among epistemological beliefs, achievement goals, and learning performance in online discussions. 124 students participated in discussion activities in an online instructional technology course. The results from correlation analysis and structural equation modeling indicate that epistemological beliefs have significant effects on students' learning performance, through the mediation of achievement goals.|
|Appears in Collections:||CSCL 2013|
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