Advanced search
Publication Cover
Educational Psychologist Volume 45, 2010 - Issue 4: The Measurement of Learners' Self-Regulated Cognitive and Metacognitive Processes While Using Computer-Based Learning Environments
Submit an article Journal homepage
1,635
Views
81
CrossRef citations to date
0
Altmetric
Original Articles

The Role of Epistemic Beliefs in Students’ Self-Regulated Learning With Computer-Based Learning Environments: Conceptual and Methodological Issues

JEFFREY A. GREENE Educational Psychology, Measurement, and Evaluation Program, University of North Carolina at Chapel Hill
,
KRISTA R. MUIS Department of Educational and Counselling Psychology, McGill University, Montréal, Canada
&
STEPHANIE PIESCHL Institute of Psychology, University of Muenster, Germany
Pages 245-257 | Published online: 21 Oct 2010

Citations (81)

Keep up to date with the latest research on this topic with citation updates for this article.

Subscribe to citation updates

Read on this site (18)

Mike Yough, Dongyao Tan, Heather N. Fedesco & Hyun Jin Cho. (2023) Learning of assessment in teacher education: the role of epistemic beliefs. Educational and Developmental Psychologist 40:2, pages 151-160.
Read now
Dmitri Rozgonjuk, Kenn Konstabel, Kayla Barker, Miia Rannikmäe & Karin Täht. (2023) Epistemic beliefs in science, socio-economic status, and mathematics and science test results in lower secondary education: a multilevel perspective. Educational Psychology 43:1, pages 22-37.
Read now
Christine Greenhow, Charles R. Graham & Matthew J. Koehler. (2022) Foundations of online learning: Challenges and opportunities. Educational Psychologist 57:3, pages 131-147.
Read now
Kousuke Mouri, Noriko Uosaki, Mohammad Hasnine, Atsushi Shimada, Chengjiu Yin, Keiichi Kaneko & Hiroaki Ogata. (2021) An automatic quiz generation system utilizing digital textbook logs. Interactive Learning Environments 29:5, pages 743-756.
Read now
Marianne Chevrier, Krista R. Muis & Ivana Di Leo. (2020) Calibration to Task Complexity: The Role of Epistemic Cognition. The Journal of Experimental Education 88:1, pages 1-26.
Read now
Brian R. Belland, Jiangyue Gu, Nam Ju Kim, David Jaden Turner & David Mark Weiss. (2019) Exploring epistemological approaches and beliefs of middle school students in problem-based learning. The Journal of Educational Research 112:6, pages 643-655.
Read now
Kalypso Iordanou, Krista R. Muis & Panayiota Kendeou. (2019) Epistemic Perspective and Online Epistemic Processing of Evidence: Developmental and Domain Differences. The Journal of Experimental Education 87:4, pages 531-551.
Read now
Krista R. Muis, Marianne Chevrier & Cara A. Singh. (2018) The Role of Epistemic Emotions in Personal Epistemology and Self-Regulated Learning. Educational Psychologist 53:3, pages 165-184.
Read now
Florian C. Feucht, Jo Lunn Brownlee & Gregory Schraw. (2017) Moving Beyond Reflection: Reflexivity and Epistemic Cognition in Teaching and Teacher Education. Educational Psychologist 52:4, pages 234-241.
Read now
Leila E. Ferguson. (2015) Epistemic Beliefs and Their Relation to Multiple-Text Comprehension: A Norwegian Program of Research. Scandinavian Journal of Educational Research 59:6, pages 731-752.
Read now
Aroutis Foster & Mamta Shah. (2015) The Play Curricular Activity Reflection Discussion Model for Game-Based Learning. Journal of Research on Technology in Education 47:2, pages 71-88.
Read now
Sarit Barzilai & Anat Zohar. (2014) Reconsidering Personal Epistemology as Metacognition: A Multifaceted Approach to the Analysis of Epistemic Thinking. Educational Psychologist 49:1, pages 13-35.
Read now
PatriciaA. Alexander & The Disciplined Reading and Learning Research Laboratory. (2012) Reading Into the Future: Competence for the 21st Century. Educational Psychologist 47:4, pages 259-280.
Read now
AmyM. Johnson, Roger Azevedo & SidneyK. D’Mello. (2011) The Temporal and Dynamic Nature of Self-Regulatory Processes During Independent and Externally Assisted Hypermedia Learning. Cognition and Instruction 29:4, pages 471-504.
Read now
PHILIPH. WINNE. (2010) Improving Measurements of Self-Regulated Learning. Educational Psychologist 45:4, pages 267-276.
Read now
GREGORY SCHRAW. (2010) Measuring Self-Regulation in Computer-Based Learning Environments. Educational Psychologist 45:4, pages 258-266.
Read now
JEFFREYA. GREENE & ROGER AZEVEDO. (2010) The Measurement of Learners’ Self-Regulated Cognitive and Metacognitive Processes While Using Computer-Based Learning Environments. Educational Psychologist 45:4, pages 203-209.
Read now
ROGER AZEVEDO, DANIELC. MOOS, AMYM. JOHNSON & AMBERD. CHAUNCEY. (2010) Measuring Cognitive and Metacognitive Regulatory Processes During Hypermedia Learning: Issues and Challenges. Educational Psychologist 45:4, pages 210-223.
Read now

Articles from other publishers (63)

Antonia Fischer & Charlotte Dignath. (2023) How do teachers promote self-regulation of learning when students need to learn at home? The moderating role of teachers’ ICT competencyWie fördern Lehrkräfte Selbstregulation beim Lernen, wenn Schüler*innen von Zuhause Lernen Müssen? Die Moderierende Rolle der IKT-Kompetenz von Lehrkräften. Unterrichtswissenschaft 52:1, pages 65-92.
Crossref
Min Lan & Qian Huang. (2023) Clustering digital learning pathway preferences from the perspectives of epistemic justification on self-regulated learning, social presence, and resources. Heliyon 9:9, pages e20038.
Crossref
Ville Kivimäki. (2023) Structured learning diary and epistemic beliefs predict academic achievement in higher education. Frontiers in Education 8.
Crossref
C.-Y. Wang & John J.H. Lin. (2023) Utilizing artificial intelligence to support analyzing self-regulated learning: A preliminary mixed-methods evaluation from a human-centered perspective. Computers in Human Behavior 144, pages 107721.
Crossref
Alexandra List & Yuting Sun. (2023) To Clarity and Beyond: Situating Higher-Order, Critical, and Critical-Analytic Thinking in the Literature on Learning from Multiple Texts. Educational Psychology Review 35:2.
Crossref
Amanda M. Cottone, Susan A. Yoon, Jooeun Shim, Bob Coulter & Stacey Carman. (2023) Evaluating the apt epistemic processes of data literacy in elementary school students. Instructional Science 51:1, pages 1-37.
Crossref
Dávid Máté Hargitai & Stefánia Matild Töreki. 2023. Megváltozik-e a nonbusiness marketing szerepe a globális trendek hatásaira?. Megváltozik-e a nonbusiness marketing szerepe a globális trendek hatásaira? 99 106 .
Luisa Nägel, Victoria Bleck & Frank Lipowsky. (2023) “Research findings and daily teaching practice are worlds apart” – Predictors and consequences of scepticism toward the relevance of scientific content for teaching practice. Teaching and Teacher Education 121, pages 103911.
Crossref
Yihun Getachew Mulualem, Yalew Endawoke Mulu & Tilahun Gidey Gebremeskal. (2022) Relations of previous English achievement with college academic achievements as mediated by English learning beliefs. Heliyon 8:7, pages e09841.
Crossref
Mladen Raković, Matthew L. Bernacki, Jeffrey A. Greene, Robert D. Plumley, Kelly A. Hogan, Kathleen M. Gates & Abigail T. Panter. (2022) Examining the critical role of evaluation and adaptation in self-regulated learning. Contemporary Educational Psychology 68, pages 102027.
Crossref
Amna Liaqat, Cosmin Munteanu & Carrie Demmans Epp. (2020) Collaborating with Mature English Language Learners to Combine Peer and Automated Feedback: a User-Centered Approach to Designing Writing Support. International Journal of Artificial Intelligence in Education 31:4, pages 638-679.
Crossref
Qin Liu, Juliette Sweeney & Greg Evans. (2021) Exploring Self-directed Learning Among Engineering Undergraduates in the Extensive Online Instruction Environment During the COVID-19 Pandemic. Exploring Self-directed Learning Among Engineering Undergraduates in the Extensive Online Instruction Environment During the COVID-19 Pandemic.
Mehmet Demirbag & Eralp Bahcivan. (2021) Comprehensive Exploration of Digital Literacy: Embedded with Self-Regulation and Epistemological Beliefs. Journal of Science Education and Technology 30:3, pages 448-459.
Crossref
Krista R. Muis, Marianne Chevrier, Courtney A. Denton & Kelsey M. Losenno. (2021) Epistemic Emotions and Epistemic Cognition Predict Critical Thinking About Socio-Scientific Issues. Frontiers in Education 6.
Crossref
Martin Kerwer, Tom Rosman, Oliver Wedderhoff & Anita Chasiotis. (2020) Disentangling the process of epistemic change: The role of epistemic volition. British Journal of Educational Psychology 91:1, pages 1-26.
Crossref
Hong Gao, Yangli Ou, Zhiyuan Zhang, Menghui Ni, Xinlian Zhou & Li Liao. (2021) The Relationship Between Family Support and e-Learning Engagement in College Students: The Mediating Role of e-Learning Normative Consciousness and Behaviors and Self-Efficacy. Frontiers in Psychology 12.
Crossref
Omar Israel González-Peña, Gustavo Morán-Soto, Rodolfo Rodríguez-Masegosa & Blas Manuel Rodríguez-Lara. (2021) Effects of a Thermal Inversion Experiment on STEM Students Learning and Application of Damped Harmonic Motion. Sustainability 13:2, pages 919.
Crossref
Soheila Garshasbi, Brian Yecies & Jun Shen. (2021) Microlearning and computer-supported collaborative learning: An agenda towards a comprehensive online learning system. STEM Education 1:4, pages 225.
Crossref
Stephanie Pieschl & Deborah Sivyer. (2021) Secondary students’ epistemic thinking and year as predictors of critical source evaluation of Internet blogs. Computers & Education 160, pages 104038.
Crossref
Nicole Barnes, Helenrose Fives, Sirine Mabrouk-Hattab & Kit SaizdeLaMora. (2020) Teachers’ epistemic cognition in situ: Evidence from classroom assessment. Contemporary Educational Psychology 60, pages 101837.
Crossref
Marianne Chevrier, Krista R. Muis, Gregory J. Trevors, Reinhard Pekrun & Gale M. Sinatra. (2019) Exploring the antecedents and consequences of epistemic emotions. Learning and Instruction 63, pages 101209.
Crossref
Kun Huang, Victor Law & Sang Joon Lee. (2018) The role of learners’ epistemic beliefs in an online Community of Inquiry. British Journal of Educational Technology 50:4, pages 1882-1895.
Crossref
Ernestina Oppong, Bruce M. Shore & Krista R. Muis. (2018) Clarifying the Connections Among Giftedness, Metacognition, Self-Regulation, and Self-Regulated Learning: Implications for Theory and Practice. Gifted Child Quarterly 63:2, pages 102-119.
Crossref
Byeong‐Young Cho, Lindsay Woodward & Dan Li. (2017) Epistemic Processing When Adolescents Read Online: A Verbal Protocol Analysis of More and Less Successful Online Readers. Reading Research Quarterly 53:2, pages 197-221.
Crossref
Jeffrey Alan Greene, Dana Z. Copeland, Victor M. Deekens & Seung B. Yu. (2018) Beyond knowledge: Examining digital literacy's role in the acquisition of understanding in science. Computers & Education 117, pages 141-159.
Crossref
Masanori Yamada, Atsushi Shimada, Fumiya Okubo, Misato Oi, Kentaro Kojima & Hiroaki Ogata. (2017) Learning analytics of the relationships among self-regulated learning, learning behaviors, and learning performance. Research and Practice in Technology Enhanced Learning 12:1.
Crossref
Simon Knight, Bart Rienties, Karen Littleton, Dirk Tempelaar, Matthew Mitsui & Chirag Shah. (2017) The orchestration of a collaborative information seeking learning task. Information Retrieval Journal 20:5, pages 480-505.
Crossref
Daniel L. Dinsmore. (2017) Toward a Dynamic, Multidimensional Research Framework for Strategic Processing. Educational Psychology Review 29:2, pages 235-268.
Crossref
Petr Johanes. (2017) Epistemic Cognition. Epistemic Cognition.
Kun Huang, Xun Ge & Deniz Eseryel. (2016) Metaconceptually-enhanced simulation-based inquiry: effects on eighth grade students’ conceptual change and science epistemic beliefs. Educational Technology Research and Development 65:1, pages 75-100.
Crossref
Brian R. Belland, Jiangyue Gu, Nam Ju Kim & David J. Turner. (2016) An ethnomethodological perspective on how middle school students addressed a water quality problem. Educational Technology Research and Development 64:6, pages 1135-1161.
Crossref
Amanda J. Rockinson-Szapkiw, Lucinda S. Spaulding & Maria T. Spaulding. (2016) Identifying significant integration and institutional factors that predict online doctoral persistence. The Internet and Higher Education 31, pages 101-112.
Crossref
Ivar Bråten, Ladislao Salmerón & Helge I. Strømsø. (2016) Who said that? Investigating the Plausibility-Induced Source Focusing assumption with Norwegian undergraduate readers. Contemporary Educational Psychology 46, pages 253-262.
Crossref
Yen-Lin Chiu, Jyh-Chong Liang, Pili Chih-Min Mao & Chin-Chung Tsai. (2016) Improving Health Care Providers' Capacity for Self-Regulated Learning in Online Continuing Pharmacy Education: The Role of Internet Self-Efficacy. Journal of Continuing Education in the Health Professions 36:2, pages 89-95.
Crossref
Gregory Trevors, Reza Feyzi-Behnagh, Roger Azevedo & François Bouchet. (2016) Self-regulated learning processes vary as a function of epistemic beliefs and contexts: Mixed method evidence from eye tracking and concurrent and retrospective reports. Learning and Instruction 42, pages 31-46.
Crossref
William A. Sandoval, Jeffrey A. Greene & Ivar Bråten. (2016) Understanding and Promoting Thinking About Knowledge. Review of Research in Education 40:1, pages 457-496.
Crossref
Sevda Yerdelen-Damar & Andrew Elby. (2016) Sophisticated epistemologies of physics versus high-stakes tests: How do elite high school students respond to competing influences about how to learn physics?. Physical Review Physics Education Research 12:1.
Crossref
Annika Wiklund-Engblom & Sven-Erik Hansén. 2016. Crossmedia-Kommunikation in kulturbedingten Handlungsräumen. Crossmedia-Kommunikation in kulturbedingten Handlungsräumen 315 337 .
Alexandra List & Patricia A. Alexander. (2015) Examining response confidence in multiple text tasks. Metacognition and Learning 10:3, pages 407-436.
Crossref
Jeffrey A. Greene, Christopher A. Oswald & Jeffrey Pomerantz. (2015) Predictors of Retention and Achievement in a Massive Open Online Course. American Educational Research Journal 52:5, pages 925-955.
Crossref
Krista R. Muis, Reinhard Pekrun, Gale M. Sinatra, Roger Azevedo, Gregory Trevors, Elisabeth Meier & Benjamin C. Heddy. (2015) The curious case of climate change: Testing a theoretical model of epistemic beliefs, epistemic emotions, and complex learning. Learning and Instruction 39, pages 168-183.
Crossref
Jeffrey Alan Greene, Cheryl Mason Bolick, William P. Jackson, Alfred M. Caprino, Christopher Oswald & Megan McVea. (2015) Domain-specificity of self-regulated learning processing in science and history. Contemporary Educational Psychology 42, pages 111-128.
Crossref
Banu Binbasaran Tuysuzoglu & Jeffrey Alan Greene. (2014) An investigation of the role of contingent metacognitive behavior in self-regulated learning. Metacognition and Learning 10:1, pages 77-98.
Crossref
Simon Knight & Karen Littleton. (2015) Developing a multiple-document-processing performance assessment for epistemic literacy. Developing a multiple-document-processing performance assessment for epistemic literacy.
Bobby Hoffman. 2015. Motivation for Learning and Performance. Motivation for Learning and Performance 345 374 .
Maria Bannert, Peter Reimann & Christoph Sonnenberg. (2013) Process mining techniques for analysing patterns and strategies in students’ self-regulated learning. Metacognition and Learning 9:2, pages 161-185.
Crossref
Jeffrey Alan Greene, Seung B. Yu & Dana Z. Copeland. (2014) Measuring critical components of digital literacy and their relationships with learning. Computers & Education 76, pages 55-69.
Crossref
Devlin Montfort, Shane Brown & Dawn Shinew. (2014) The Personal Epistemologies of Civil Engineering Faculty. Journal of Engineering Education 103:3, pages 388-416.
Crossref
D. Jeske, J. Backhaus & C. Stamov Roßnagel. (2013) Self‐regulation during e‐learning: using behavioural evidence from navigation log files. Journal of Computer Assisted Learning 30:3, pages 272-284.
Crossref
Kui Xie & Kun Huang. (2014) The Role of Beliefs and Motivation in Asynchronous Online Learning in College-Level Classes. Journal of Educational Computing Research 50:3, pages 315-341.
Crossref
Ivar Bråten, Leila E. Ferguson, Helge I. Strømsø & Øistein Anmarkrud. (2012) Students working with multiple conflicting documents on a scientific issue: Relations between epistemic cognition while reading and sourcing and argumentation in essays. British Journal of Educational Psychology 84:1, pages 58-85.
Crossref
Jeffrey A. Greene & Seung B. Yu. (2014) Modeling and measuring epistemic cognition: A qualitative re-investigation. Contemporary Educational Psychology 39:1, pages 12-28.
Crossref
Yen-Lin Chiu, Jyh-Chong Liang & Chin-Chung Tsai. (2013) Internet-specific epistemic beliefs and self-regulated learning in online academic information searching. Metacognition and Learning 8:3, pages 235-260.
Crossref
Heather J. Green & Michelle Hood. (2013) Significance of Epistemological Beliefs for Teaching and Learning Psychology: A Review. Psychology Learning & Teaching 12:2, pages 168-178.
Crossref
Leila E. Ferguson & Ivar Bråten. (2013) Student profiles of knowledge and epistemic beliefs: Changes and relations to multiple-text comprehension. Learning and Instruction 25, pages 49-61.
Crossref
Simon Knight, Simon Buckingham Shum & Karen Littleton. (2013) Epistemology, pedagogy, assessment and learning analytics. Epistemology, pedagogy, assessment and learning analytics.
Leila E. Ferguson, Ivar Bråten, Helge I. Strømsø & Øistein Anmarkrud. (2013) Epistemic beliefs and comprehension in the context of reading multiple documents: Examining the role of conflict. International Journal of Educational Research 62, pages 100-114.
Crossref
Stephanie Pieschl, Elmar Stahl & Rainer Bromme. 2013. International Handbook of Metacognition and Learning Technologies. International Handbook of Metacognition and Learning Technologies 53 65 .
Hubertina Thillmann, Jill Gößling, Jessica Marschner, Joachim Wirth & Detlev Leutner. 2013. International Handbook of Metacognition and Learning Technologies. International Handbook of Metacognition and Learning Technologies 575 588 .
Leila E. Ferguson, Ivar Bråten & Helge I. Strømsø. (2012) Epistemic cognition when students read multiple documents containing conflicting scientific evidence: A think-aloud study. Learning and Instruction 22:2, pages 103-120.
Crossref
Krista R. Muis, Gina M. Franco & Bogusia Gierus. (2011) Examining epistemic beliefs across conceptual and procedural knowledge in statistics. ZDM 43:4, pages 507-519.
Crossref
William J. Pluta, Clark A. Chinn & Ravit Golan Duncan. (2011) Learners' epistemic criteria for good scientific models. Journal of Research in Science Teaching 48:5, pages 486-511.
Crossref
Oscar Ignacio Guerra. (2012) Handheld Devices Fostering Self-Regulated Learning Processes. SSRN Electronic Journal.
Crossref

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.