A Validation Study of the Internet-Specific Epistemic Justification Inventory With Norwegian Preservice Teachers

Ivar Bråten, Christian Brandmo, Y.A.K. Kammerer

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

The purpose of this study was to validate a new inventory designed to measure epistemic beliefs concerning the justification of knowledge claims encountered on the Internet. Confirmatory factor analysis of the scores of 394 preservice teachers showed that a three-factor model including justification by authority, justification by multiple sources, and personal justification fit the data well. Moreover, latent variable structural equation modeling showed that these three types of justification beliefs differentially predicted aspects of Internet-specific reading motivation and engagement. Taken together, these results provide evidence for the construct validity of the inventory and lay the foundation for further validation work. The theoretical and educational significance of the study is discussed, and directions for future research are suggested.

Original languageEnglish
Pages (from-to)877-900
Number of pages24
JournalJournal of Educational Computing Research
Volume57
Issue number4
Early online date16 May 2018
DOIs
Publication statusPublished - Jul 2019

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Internet
Factor analysis
teacher
construct validity
factor analysis
knowledge
evidence

Keywords

  • internet-specific epistemic beliefs
  • justification for knowing
  • reading motivation and engagement
  • confirmatory factor analysis
  • structural equation modeling
  • FIT INDEXES
  • ONTOLOGICAL COGNITION
  • PERSONAL EPISTEMOLOGY
  • MULTIPLE DOCUMENTS
  • SELF-REGULATION
  • WEB SEARCH
  • BELIEFS
  • KNOWLEDGE
  • INFORMATION
  • MODEL

Cite this

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title = "A Validation Study of the Internet-Specific Epistemic Justification Inventory With Norwegian Preservice Teachers",
abstract = "The purpose of this study was to validate a new inventory designed to measure epistemic beliefs concerning the justification of knowledge claims encountered on the Internet. Confirmatory factor analysis of the scores of 394 preservice teachers showed that a three-factor model including justification by authority, justification by multiple sources, and personal justification fit the data well. Moreover, latent variable structural equation modeling showed that these three types of justification beliefs differentially predicted aspects of Internet-specific reading motivation and engagement. Taken together, these results provide evidence for the construct validity of the inventory and lay the foundation for further validation work. The theoretical and educational significance of the study is discussed, and directions for future research are suggested.",
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A Validation Study of the Internet-Specific Epistemic Justification Inventory With Norwegian Preservice Teachers. / Bråten, Ivar; Brandmo, Christian; Kammerer, Y.A.K.

In: Journal of Educational Computing Research, Vol. 57, No. 4, 07.2019, p. 877-900.

Research output: Contribution to journalArticleAcademicpeer-review

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