Online collaborative learning has become a new norm for online teaching at colleges, and improving the quality of online collaborative learning is an inevitable requirement for deepening the information age of education. This paper establishes a multiple mediating effect model based on a self-regulated learning integration model to explore the influence of college students’ Internet-specific epistemic beliefs on academic achievement in online collaborative learning contexts. The results of a survey of 503 college students participating in online group collaborative learning showed that college students’ Internet-specific epistemic beliefs in online collaborative learning contexts significantly and positively predicted academic achievement. Moreover, college students’ metacognitive strategies partially mediated the relationship between Internet-specific epistemic justification and academic achievement. In addition, college students’ mastery goal orientation and achievement approach goal orientation had significant partial mediating effects between Internet-specific epistemic beliefs and academic achievement. College students’ mastery goal orientation and metacognitive strategies had significant chain mediating effects between Internet-specific epistemic beliefs and academic achievement. Finally, suggestions, significance, limitations, and future research directions are discussed.

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Learning through making enhances the learning experience and effectively develops learners’ creativity. In this regard, maker education has been extensively incorporated into school education as a vital learning environment. However, less is known about how making advances students’ creativity in maker education. Therefore, this study aimed to explore relationships among making, tinkering, and creating. A total of 372 middle school students enrolled in maker courses through the 2021–2022 school year were surveyed. They completed a questionnaire concerning learning engagement, individual creativity, collective creativity, and learning motivation. Structural equation modeling (SEM) was employed to test the hypotheses proposed in this study. The results revealed significant relationships among learning engagement, individual creativity, and collective creativity. Specifically, behavioral engagement positively predicted emotional and cognitive engagement. Moreover, both emotional and cognitive engagement positively related to collective creativity, while only the effect of cognitive engagement on individual creativity was observed. The direct effects of behavioral engagement on individual and collective creativity were not significant. Furthermore, emotional and cognitive engagement mediated the association between behavioral engagement and collective creativity, while only cognitive engagement played a mediating role between behavioral engagement and individual creativity. In addition, the moderating analysis showed that learning motivation moderated the association between behavioral engagement and emotional engagement in school-maker education. Some implications for integrating maker education into school education and cultivating students’ creativity were discussed.