Research Article
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Year 2021, Volume: 4 Issue: 3, 531 - 545, 30.09.2021

Nuh Yavuzalp Mehmet Demirbağ Eralp Bahçivan

https://doi.org/10.31681/jetol.973845

Abstract

References

  • Abar, B., & Loken, E. (2010). Self-regulated learning and self-directed study in a pre-college sample. Learning and individual differences, 20(1), 25-29.
  • Alqurashi, E. (2016). Self-efficacy in online learning environments: A literature review. Contemporary Issues in Education Research, 9(1), 45-52.
  • Anagun, Ş. S., Atalay, N., Kilic, Z., & Yaşar, S. (2016). The Development of a 21st Century Skills and Competences Scale Directed at Teaching Candidates: Validity and Reliability Study. Pamukkale University Journal of Education, 40, 160-175.
  • Anderton, B. (2006). Using the online course to promote self-regulated learning strategies in pre-service teachers. Journal of Interactive Online Learning, 5(2), 156-177.
  • Bahcivan, E. (2019). Examining the Structural Relations among PSTs’ Scientific Epistemological Beliefs, Epistemic Emotions and Argumentativeness: Sample from Turkey. International Journal of Education in Mathematics, Science and Technology, 7(3), 271-280.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behaviour change. Psychological Review, 84, 191-215.
  • Barnard, L., Paton, V., & Lan, W. (2008). Online self-regulatory learning behaviors as a mediator in the relationship between online course perceptions with achievement. The International Review of Research in Open and Distributed Learning, 9(2), 1-11.
  • Brun, G., Doguoglu, U., & Kuenzle, D. (Eds.). (2008). Epistemology and emotions. Aldershot, UK: Ashgate.
  • Chen, D.-T., Wu, J., & Wang, Y.-M. (2011). Unpacking new media literacy. Journal on Systemics, Cybernetics and Informatics, 9(2), 84-88.
  • Cho, M. H., & Heron, M. L. (2015). Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course. Distance Education, 36(1), 80-99. doi:10.1080/01587919.2015.1019963
  • Creswell, J. W. (2008). Educational research: Planning, conducting and evaluating quantitative and qualitative research. New Jersey: Pearson.
  • Demirbag, M. (2021). Modeling the Relations Among Argumentativeness, Epistemological Beliefs and Self-Regulation Skills. International Journal of Progressive Education, 17(4), 327-340.
  • Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York, NY: McGraw-Hill.
  • Gaskill, P. J., & Woolfolk-Hoy, A. (2002). Self-Efficacy and self-regulated learning: the dynamic duo in school performance. Improving academic achievement (185-208). San Diego: Academic Press.
  • Gunes, E & Bahcivan, E. (2018). A mixed research-based model for pre-service science teachers' digital literacy: Responses to “which beliefs” and “how and why they interact” questions. Computers & Education, 118, 96-106.
  • Hodges, C. B. (2008). Self-efficacy in the context of online learning environments: A review of the literature and directions for research. Performance Improvement Quarterly, 20(3–4), 7–25. doi:10.1002/piq.20001
  • Infante, D. A., & Rancer, A. S. (1982). A conceptualization and measure of argumentativeness. Journal of Personality Assessment, 46(1), 72-80.
  • Kilis, S., & Yildirim, Z. (2018). Online Self-regulation Questionnaire: Validity and Reliability Study of Turkish Translation. Cukurova University Faculty of Education Journal, 47(1) 233-245.
  • Kline, R. B. (2016). Principles and practice of structural equation modeling. New York: Guilford Press.
  • Koc, M., & Barut, E. (2016). Development and validation of New Media Literacy Scale (NMLS) for university students. Computers in human behavior, 63, 834-843.
  • Lan, W. Y., Bremer, R., Stevens, T., & Mullen, G. (2004). Self-regulated learning in the online environment. Paper presented at the 2004 annual meeting American Educational Research Association, April 7-8, San Diego.
  • Lee, L., Chen, D. T., Li, J. Y., & Lin, T. B. (2015). Understanding new media literacy: The development of a measuring instrument. Computers & Education, 85, 84-93.
  • Lim, C. K. (2001). Computer self‐efficacy, academic self‐concept, and other predictors of satisfaction and future participation of adult distance learners. American Journal of Distance Education, 15(2), 41-51. doi:10.1080/08923640109527083
  • Lin T-B, Li J-Y, Deng F, & Lee, F. (2013) Understanding new media literacy: an explorative theoretical framework. Educational Technology & Society 16(4), 160–170.
  • Muis, K. R., Pekrun, R., Azevedo, R., Sinatra, G., Trevors, G., Meier, E., & Heddy, B. C. (2015). The curious case of climate change: Epistemic emotions mediate relations between epistemic beliefs, learning strategies and learning outcomes. Learning and Instruction, 39, 168–183. doi:10.1016/j.learninstruc.2015.06.003
  • Nussbaum, E. M., & Bendixen, L. D. (2003). Approaching and avoiding arguments: The role of epistemological beliefs, need for cognition, and extraverted personality traits. Contemporary Educational Psychology, 28(4), 573-595.
  • Pajares, F. 2002. Gender and perceived self-efficacy in self-regulated learning. Theory into Practice 41(2), 116–125.
  • Pekrun, R., Vogl, E., Muis, K. R., & Sinatra, G. M. (2017). Measuring emotions during epistemic activities: The Epistemically-Related Emotion Scales. Cognition and Emotion, 31(6), 1268-1276.
  • Perera, M. U., Gardner, L., & Peiris, A. (2016). Investigating the interrelationship between undergraduates’ digital literacy and self-regulated learning skills. Proceedings of the Thirty seventh International Conference on Information Systems, Dublin, Ireland.
  • Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385–407. doi:10.1007/s10648-004-0006-x
  • Prior, D. D., Mazanov, J., Meacheam, D., Heaslip, G., & Hanson, J. (2016). Attitude, digital literacy and self efficacy: Flow-on effects for online learning behavior. The Internet and Higher Education, 29, 91-97.
  • Rokeach, M. (1968). The role of values in public opinion research. Public Opinion Quarterly, 32(4), 547-559.
  • Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments. Computers & Education, 55(4), 1721-1731.
  • Shen, D., Cho, M. H., Tsai, C. L., & Marra, R. (2013). Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction. The Internet and Higher Education, 19, 10-17. doi:10.1016/j.iheduc.2013.04.001
  • Tabachnick, B., & Fidell, L. (2013). Using Multivariate Statistics (sixth ed.). Boston: Pearson.
  • Thoman, E., & Jolls, T. (2008). Literacy for the 21st century: An overview & orientation guide to media literacy education. Retrieved 1 Oct, 2008, from (2nd ed.) http://www.medialit.org/pdf/mlk/01a_mlkorientation_rev2.pdf.
  • Tugtekin, E. B., & Koc, M. (2020). Understanding the relationship between new media literacy, communication skills, and democratic tendency: Model development and testing. New Media & Society, 20(10), 1922-1941. doi: 10.1177/1461444819887705
  • Yavuzalp, N. & Bahcivan, E. (2020). The online learning self-efficacy scale: its adaptation into Turkish and interpretation according to various variables. Turkish Online Journal of Distance Education, 21(1), 31-41.
  • Yavuzalp, N. & Bahcivan, E. (2021). A structural equation modeling analysis of relationships among university students’ readiness for e-learning, self-regulation skills, satisfaction, and academic achievement. Research and Practice in Technology Enhanced Learning, 16, 1-17. doi:https://doi.org/10.1186/s41039-021-00162-y
  • Yukselturk, E., & Bulut, S. (2009). Gender differences in self-regulated online learning environment. Educational Technology & Society, 12(3), 12-22.
  • Zimmerman, B. J. (1995). Self-efficacy and educational development. In A. Bandura (Ed.). Self-efficacy in changing societies (pp. 202-231). New York: Cambridge University Press.
  • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts & P. R. Pintrich (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70. doi:10.1207/s15430421tip4102_2
  • Zimmerman, B. J. (2011). Motivational sources and outcomes of self-regulated learning and performance. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 49–64). New York, NY: Routledge.
  • Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance: An introduction and an overview. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 1–12). New York, NY: Routledge.
  • Zimmerman, W. A., & Kulikowich, J. M. (2016). Online learning self-efficacy in students with and without online learning experience. American Journal of Distance Education, 30(3), 180-191. doi:10.1080/08923647.2016.1193801

A structural equation modeling on pandemic session dataset: Turkish university students’ new media literacy

Year 2021, Volume: 4 Issue: 3, 531 - 545, 30.09.2021

Nuh Yavuzalp Mehmet Demirbağ Eralp Bahçivan

https://doi.org/10.31681/jetol.973845

Abstract

This study was conducted to examine the relationship among university students’ new media literacy, epistemic emotions, argumentativeness, online self-regulation learning, and online learning self-efficacy perceptions. An associational research design guided the study including structural equation modeling analysis. A total of 3395 students from a state university in Turkey participated in the study through online learning management system of the university during Covid-19 pandemic period. Five different Likert scales were utilized to collect data. Analyses showed that university students’ self-efficacy perceptions and online self-regulated learning skills seemed to be effective on their epistemic emotions, argumentativeness and new media literacy skills. Also, participants’ epistemic emotions partly predicted their argumentativeness and new media literacy skills. Considering these results, designing online learning environments respectful for university students’ intellectual differentiation was suggested.

Keywords

Online self-regulation online self-efficacy new media literacy epistemic emotions argumentativeness

References

  • Abar, B., & Loken, E. (2010). Self-regulated learning and self-directed study in a pre-college sample. Learning and individual differences, 20(1), 25-29.
  • Alqurashi, E. (2016). Self-efficacy in online learning environments: A literature review. Contemporary Issues in Education Research, 9(1), 45-52.
  • Anagun, Ş. S., Atalay, N., Kilic, Z., & Yaşar, S. (2016). The Development of a 21st Century Skills and Competences Scale Directed at Teaching Candidates: Validity and Reliability Study. Pamukkale University Journal of Education, 40, 160-175.
  • Anderton, B. (2006). Using the online course to promote self-regulated learning strategies in pre-service teachers. Journal of Interactive Online Learning, 5(2), 156-177.
  • Bahcivan, E. (2019). Examining the Structural Relations among PSTs’ Scientific Epistemological Beliefs, Epistemic Emotions and Argumentativeness: Sample from Turkey. International Journal of Education in Mathematics, Science and Technology, 7(3), 271-280.
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behaviour change. Psychological Review, 84, 191-215.
  • Barnard, L., Paton, V., & Lan, W. (2008). Online self-regulatory learning behaviors as a mediator in the relationship between online course perceptions with achievement. The International Review of Research in Open and Distributed Learning, 9(2), 1-11.
  • Brun, G., Doguoglu, U., & Kuenzle, D. (Eds.). (2008). Epistemology and emotions. Aldershot, UK: Ashgate.
  • Chen, D.-T., Wu, J., & Wang, Y.-M. (2011). Unpacking new media literacy. Journal on Systemics, Cybernetics and Informatics, 9(2), 84-88.
  • Cho, M. H., & Heron, M. L. (2015). Self-regulated learning: the role of motivation, emotion, and use of learning strategies in students’ learning experiences in a self-paced online mathematics course. Distance Education, 36(1), 80-99. doi:10.1080/01587919.2015.1019963
  • Creswell, J. W. (2008). Educational research: Planning, conducting and evaluating quantitative and qualitative research. New Jersey: Pearson.
  • Demirbag, M. (2021). Modeling the Relations Among Argumentativeness, Epistemological Beliefs and Self-Regulation Skills. International Journal of Progressive Education, 17(4), 327-340.
  • Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York, NY: McGraw-Hill.
  • Gaskill, P. J., & Woolfolk-Hoy, A. (2002). Self-Efficacy and self-regulated learning: the dynamic duo in school performance. Improving academic achievement (185-208). San Diego: Academic Press.
  • Gunes, E & Bahcivan, E. (2018). A mixed research-based model for pre-service science teachers' digital literacy: Responses to “which beliefs” and “how and why they interact” questions. Computers & Education, 118, 96-106.
  • Hodges, C. B. (2008). Self-efficacy in the context of online learning environments: A review of the literature and directions for research. Performance Improvement Quarterly, 20(3–4), 7–25. doi:10.1002/piq.20001
  • Infante, D. A., & Rancer, A. S. (1982). A conceptualization and measure of argumentativeness. Journal of Personality Assessment, 46(1), 72-80.
  • Kilis, S., & Yildirim, Z. (2018). Online Self-regulation Questionnaire: Validity and Reliability Study of Turkish Translation. Cukurova University Faculty of Education Journal, 47(1) 233-245.
  • Kline, R. B. (2016). Principles and practice of structural equation modeling. New York: Guilford Press.
  • Koc, M., & Barut, E. (2016). Development and validation of New Media Literacy Scale (NMLS) for university students. Computers in human behavior, 63, 834-843.
  • Lan, W. Y., Bremer, R., Stevens, T., & Mullen, G. (2004). Self-regulated learning in the online environment. Paper presented at the 2004 annual meeting American Educational Research Association, April 7-8, San Diego.
  • Lee, L., Chen, D. T., Li, J. Y., & Lin, T. B. (2015). Understanding new media literacy: The development of a measuring instrument. Computers & Education, 85, 84-93.
  • Lim, C. K. (2001). Computer self‐efficacy, academic self‐concept, and other predictors of satisfaction and future participation of adult distance learners. American Journal of Distance Education, 15(2), 41-51. doi:10.1080/08923640109527083
  • Lin T-B, Li J-Y, Deng F, & Lee, F. (2013) Understanding new media literacy: an explorative theoretical framework. Educational Technology & Society 16(4), 160–170.
  • Muis, K. R., Pekrun, R., Azevedo, R., Sinatra, G., Trevors, G., Meier, E., & Heddy, B. C. (2015). The curious case of climate change: Epistemic emotions mediate relations between epistemic beliefs, learning strategies and learning outcomes. Learning and Instruction, 39, 168–183. doi:10.1016/j.learninstruc.2015.06.003
  • Nussbaum, E. M., & Bendixen, L. D. (2003). Approaching and avoiding arguments: The role of epistemological beliefs, need for cognition, and extraverted personality traits. Contemporary Educational Psychology, 28(4), 573-595.
  • Pajares, F. 2002. Gender and perceived self-efficacy in self-regulated learning. Theory into Practice 41(2), 116–125.
  • Pekrun, R., Vogl, E., Muis, K. R., & Sinatra, G. M. (2017). Measuring emotions during epistemic activities: The Epistemically-Related Emotion Scales. Cognition and Emotion, 31(6), 1268-1276.
  • Perera, M. U., Gardner, L., & Peiris, A. (2016). Investigating the interrelationship between undergraduates’ digital literacy and self-regulated learning skills. Proceedings of the Thirty seventh International Conference on Information Systems, Dublin, Ireland.
  • Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16, 385–407. doi:10.1007/s10648-004-0006-x
  • Prior, D. D., Mazanov, J., Meacheam, D., Heaslip, G., & Hanson, J. (2016). Attitude, digital literacy and self efficacy: Flow-on effects for online learning behavior. The Internet and Higher Education, 29, 91-97.
  • Rokeach, M. (1968). The role of values in public opinion research. Public Opinion Quarterly, 32(4), 547-559.
  • Shea, P., & Bidjerano, T. (2010). Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments. Computers & Education, 55(4), 1721-1731.
  • Shen, D., Cho, M. H., Tsai, C. L., & Marra, R. (2013). Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction. The Internet and Higher Education, 19, 10-17. doi:10.1016/j.iheduc.2013.04.001
  • Tabachnick, B., & Fidell, L. (2013). Using Multivariate Statistics (sixth ed.). Boston: Pearson.
  • Thoman, E., & Jolls, T. (2008). Literacy for the 21st century: An overview & orientation guide to media literacy education. Retrieved 1 Oct, 2008, from (2nd ed.) http://www.medialit.org/pdf/mlk/01a_mlkorientation_rev2.pdf.
  • Tugtekin, E. B., & Koc, M. (2020). Understanding the relationship between new media literacy, communication skills, and democratic tendency: Model development and testing. New Media & Society, 20(10), 1922-1941. doi: 10.1177/1461444819887705
  • Yavuzalp, N. & Bahcivan, E. (2020). The online learning self-efficacy scale: its adaptation into Turkish and interpretation according to various variables. Turkish Online Journal of Distance Education, 21(1), 31-41.
  • Yavuzalp, N. & Bahcivan, E. (2021). A structural equation modeling analysis of relationships among university students’ readiness for e-learning, self-regulation skills, satisfaction, and academic achievement. Research and Practice in Technology Enhanced Learning, 16, 1-17. doi:https://doi.org/10.1186/s41039-021-00162-y
  • Yukselturk, E., & Bulut, S. (2009). Gender differences in self-regulated online learning environment. Educational Technology & Society, 12(3), 12-22.
  • Zimmerman, B. J. (1995). Self-efficacy and educational development. In A. Bandura (Ed.). Self-efficacy in changing societies (pp. 202-231). New York: Cambridge University Press.
  • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts & P. R. Pintrich (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70. doi:10.1207/s15430421tip4102_2
  • Zimmerman, B. J. (2011). Motivational sources and outcomes of self-regulated learning and performance. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 49–64). New York, NY: Routledge.
  • Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance: An introduction and an overview. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 1–12). New York, NY: Routledge.
  • Zimmerman, W. A., & Kulikowich, J. M. (2016). Online learning self-efficacy in students with and without online learning experience. American Journal of Distance Education, 30(3), 180-191. doi:10.1080/08923647.2016.1193801
There are 46 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Nuh Yavuzalp 0000-0001-9275-275X

Mehmet Demirbağ 0000-0002-0881-8486

Eralp Bahçivan 0000-0001-5621-3302

Publication Date September 30, 2021
Published in Issue Year 2021 Volume: 4 Issue: 3

Cite

APA Yavuzalp, N., Demirbağ, M., & Bahçivan, E. (2021). A structural equation modeling on pandemic session dataset: Turkish university students’ new media literacy. Journal of Educational Technology and Online Learning, 4(3), 531-545. https://doi.org/10.31681/jetol.973845
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