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Dergiler / 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
Sayfa
565–582
Yayın Tarihi
2022-10-18
DOI
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

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

📌 3 Maddede Bu Makale

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Amaç & Hipotez: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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Temel Bulgular & Veri:The participants were 2438 (862 males, 1576 females) undergraduate students enrolled in a Turkish university.
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Sonuç & Katkı:The results provide recommendations about using data mining as a statistical method in educational and psychological research.
🔬Tür:Araştırma Makalesi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:E-learning · Epistemic curiosity · Self-regulated learning

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.

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.

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Bu Makaleye Atıf Yap

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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Kaynakça (9)

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