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Journals / International Journal of Assessment Tools in Education / 2022 / Cilt: 9 - Sayı: 3

The role of individual differences on epistemic curiosity (EC) and self-regulated learning (SRL) during e-learning: the Turkish context

Ergün AKGÜN
Enisa MEDE
Seda SARAÇ
Pages
565–582
Publication Date
2022-10-18
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results provide recommendations about using data mining as a statistical method in educational and psychological research.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to examine the relations and associations between gender, epistemic curiosity (EC), self-regulated learning (SRL), and attitudes toward e-learning in higher education students.
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Key Findings & Data:The participants were 2438 (862 males, 1576 females) undergraduate students enrolled in a Turkish university.
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Conclusion & Impact:The results provide recommendations about using data mining as a statistical method in educational and psychological research.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:E-learning · Epistemic curiosity · Self-regulated learning

Abstract

This study aims to examine the relations and associations between gender, epistemic curiosity (EC), self-regulated learning (SRL), and attitudes toward e-learning in higher education students. The participants were 2438 (862 males, 1576 females) undergraduate students enrolled in a Turkish university. The regression analysis findings showed that although the effect size was low, attitudes towards e-learning can be predicted significantly by gender, EC, and SRL. Datasets are further analyzed using data mining. The findings of the association rule mining revealed that gender plays an influential role. Several association rules among EC, SRL, and attitudes towards e-learning were detected for female students. The results provide recommendations about using data mining as a statistical method in educational and psychological research.

Özet

This study aims to examine the relations and associations between gender, epistemic curiosity (EC), self-regulated learning (SRL), and attitudes toward e-learning in higher education students. The participants were 2438 (862 males, 1576 females) undergraduate students enrolled in a Turkish university. The regression analysis findings showed that although the effect size was low, attitudes towards e-learning can be predicted significantly by gender, EC, and SRL. Datasets are further analyzed using data mining. The findings of the association rule mining revealed that gender plays an influential role. Several association rules among EC, SRL, and attitudes towards e-learning were detected for female students. The results provide recommendations about using data mining as a statistical method in educational and psychological research.

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Cite This Article

AKGÜN, E., MEDE, E., SARAÇ, S. (2022). The role of individual differences on epistemic curiosity (EC) and self-regulated learning (SRL) during e-learning: the Turkish context. International Journal of Assessment Tools in Education, Cilt: 9 - Sayı: 3, 565–582. https://ajindex.com/articles/540029

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