Testing Measurement Invariance and Latent Mean Differences across Gender Groups in College Students' Internet-Specific Epistemic Beliefs

Autor/inn/en	Chiu, Yen-Lin; Tsai, Chin-Chung; Liang, Jyh-Chong
Titel	Testing Measurement Invariance and Latent Mean Differences across Gender Groups in College Students' Internet-Specific Epistemic Beliefs
Quelle	In: Australasian Journal of Educational Technology, 31 (2015) 4, S.486-499 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Gender Differences; Internet; Student Attitudes; Undergraduate Students; Student Surveys; Beliefs; Questionnaires; Structural Equation Models; Foreign Countries; Epistemology; Knowledge Level; Access to Information; Educational Technology; Statistical Analysis; Factor Analysis; Taiwan + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Schülerverhalten; Schülerbefragung; Belief; Glaube; Fragebogen; Ausland; Erkenntnistheorie; Wissensbasis; Unterrichtsmedien; Statistische Analyse; Faktorenanalyse
Abstract	The purposes of this study were to investigate the measurement invariance and gender differences in the Internet-specific epistemic beliefs between male and female undergraduates. A total of 735 university students in Taiwan were surveyed using the Internet-specific epistemic beliefs questionnaire (ISEQ). By conducting structural equation modeling (SEM), the measurement invariance and latent mean comparisons across gendered groups were tested. After the invariance tests were all satisfied, the latent mean analysis approach was conducted. The results of the latent mean comparisons revealed that a gender gap occurred in the uncertainty, complexity and source of Internet-specific epistemic beliefs; however no gender difference was found in the justification dimension. In general, the study findings suggest that differences in beliefs regarding Internet-based knowledge exist between undergraduate males and females. The gendered issue of Internet-based learning and epistemic beliefs cannot be ignored. Finally, some suggestions for developing Internet-related curricula and instruction were also proposed. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01