Comparing German and American students’ cognitive strategies and affective attributes toward online inquiry

Putman, S. Michael; Wang, Chuang; Rickelman, Bob; Crossley, Antony; Mittag, Waldemar

doi:10.1007/s10639-019-10066-6

Cited by 4 publications

(8 citation statements)

References 49 publications

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“…Previous studies indicate that this relationship could be mediated by ICT engagement or the use of effective metacognitive strategies (Lee & Wu, 2013;Naumann, 2015). But additional empirical work is needed to examine how motivation leads to increased achievement (Putman et al, 2020). Fourth, in the present study, ICT literacy was used as an indicator for standardized test achievement.…”

Section: Limitations and Further Researchmentioning

confidence: 77%

ICT-related variables as predictors of ICT literacy beyond intelligence and prior achievement

Senkbeil

2021

Educ Inf Technol

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This study examined the incremental validity of different information and communication technologies (ICT)-related person characteristics over and above intelligence and and prior achievement when predicting ICT literacy across a period of three years. Relative weights analyses were performed to determine the relative contribution of each predictor towards explaining variance in ICT literacy. We used data from German NEPS that tracks representative samples of German students across their school careers. The sample consisted of 14,436 fifteen-year-old German students who provided self-reports on several ICT-related variables: self-confidence, usage motives, breadth of usage, access, experience, usage at home and at school. Data were analyzed cross-sectionally and longitudinally with structural equation models and path analyses, respectively. Cross-sectionally, all ICT-related variables incrementally predicted ICT literacy after controlling for intelligenc (explained variance: 0.4%–14.1%). Longitudinally, ICT self-confidence, ICT-related usage motives, breadth of ICT usage, ICT usage at school, and ICT experience incrementally predict ICT literacy after controlling for intelligence and prior achievement.three years later (explained variance: 0.3%–8.1%). Relative weights providing estimates of relative importance of each predictor showed that intelligence (cross-sectional) and prior achievement and intelligence, respectively (longitudinal) explained the largest portion of variance in ICT literacy, followed by ICT self-confidence, and ICT usage motives as the strongest ICT-related variables. These results emphasize that ICT-related motivational constructs play an important role in the development of ICT literacy.

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Section: Limitations and Further Researchmentioning

confidence: 77%

ICT-related variables as predictors of ICT literacy beyond intelligence and prior achievement

Senkbeil

2021

Educ Inf Technol

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“…The questionnaire "Survey of Online Reading Affective Attributes" (SORAA) used in this study was adapted by the researcher based on previous questionnaire study "Survey of Online Reading Attitudes and Behavior" (Putman et al, 2020). To better fit the present study, the factors about cognitive strategies were deleted, and factors associated with affective/dispositional attributes were kept.…”

Section: Instrumentmentioning

confidence: 99%

“…This instrument is composed of self-efficacy, motivation, anxiety, self-regulatory behaviours, and value. Putman et al (2020) in another study further examined the cognitive strategies and affective attributes toward online reading, and classified self-regulation, cognitive and behavioral engagement as cognitive strategies, while self-efficacy, motivation and anxiety as affective/ dispositional attributes associated with online reading. In this study, the structure of affective attributes toward online reading developed by Putman et al (2020) is employed by the researcher, with self-efficacy, motivation and anxiety representing the three main affective factors toward online reading.…”

Section: Introductionmentioning

confidence: 99%

“…Second, motivation is another major component of affective attributes, with value and interest representing two important elements associated with motivation (Putman et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…If one task or topic is of interest for a person, the individual tends to value opportunities to engage with relevant information, and subsequently will feel motivated (Putman et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Exploring Tertiary ESL learners’ Affective Attributes Toward Online Reading

Dong

Swan

Hafizoah

2021

PJEE

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The Covid-19 pandemic has significantly accelerated digitization of higher education worldwide and reading online has become vital for students to grasping new knowledge and understanding course contents. As educators, it is important to understand our students’ affective attributes towards the new normal of reading online. Within this scope, the study aims to develop a self-report instrument on affective attributes towards online reading among tertiary ESL learners, and to examine the specific affective attributes students display towards online reading. The Survey of Online Reading Affective Attributes was adapted and developed to measure tertiary ESL learners’ affective attributes towards online reading for academic and study-related purposes. This questionnaire was administered to 130 tertiary ESL learners. Principal components analysis was performed and the results confirmed the three affective factors were self-efficacy, motivation, and anxiety. In addition, the analysis of the survey data revealed that the majority of students, in general, were relatively self-efficacious, motivated, and less anxious towards online reading. However, it was discovered that nearly one-third of students were relatively anxious towards online reading and one-fifth of them were less self-efficacious. The limitations of this study and pedagogical recommendations are further discussed in this paper.

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Adolescents’ credibility justifications when evaluating online texts

et al. 2022

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Research has shown that students differ in their abilities to evaluate the credibility of online texts, and, in general, many perform poorly on online evaluation tasks. This study extended current knowledge by examining students’ abilities to justify the credibility of online texts from different perspectives, thus providing a more nuanced understanding of students’ credibility evaluation ability. We examined how upper secondary school students (N = 73; aged 16 to 17) evaluated author expertise, author intention, the publication venue, and the quality of evidence when reading four texts about the effects of sugar consumption in a web-based environment. Additionally, we examined how students’ prior topic knowledge, Internet-specific justification beliefs, and time on task were associated with their credibility justifications. Students evaluated author expertise, author intention, the venue, and the quality of evidence for each text on a six-point scale and provided written justifications for their evaluations. While students’ credibility evaluations were quite accurate, their credibility justifications lacked sophistication. Inter-individual differences were considerable, however. Regression analysis revealed that time on task was a statistically significant unique predictor of students’ credibility justifications. Instructional implications are discussed.

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Comparing German and American students’ cognitive strategies and affective attributes toward online inquiry

Cited by 4 publications

References 49 publications

ICT-related variables as predictors of ICT literacy beyond intelligence and prior achievement

ICT-related variables as predictors of ICT literacy beyond intelligence and prior achievement

Exploring Tertiary ESL learners’ Affective Attributes Toward Online Reading

Adolescents’ credibility justifications when evaluating online texts

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