Effect of internet on thinking

Topics: Educational psychology, Critical thinking, Learning Pages: 119 (21820 words) Published: February 24, 2014
Exploring the Relationship between Self-regulating Intentional Internet Search (IIS) and Critical Thinking Skills
Abstract
This study argues that Intentional Internet searching (IIS), an activity prompting learners to intentionally, strategically, and purposively search the Internet for information, engages learners in deliberately practicing critical thinking skills. The General Expectance-Value theory and previous research studies have conceptually implied that the level of self-regulation (i.e. motivation and metacognitive) is related to the degree of engagement in IIS, taking into account learners’ Internet search strategies use. This study investigated a structural equation model incorporating the interaction among three indicators of self-regulating IIS (i.e. motivation, search strategies, and metacognitive strategies), and how these indicators influence critical thinking skills. Data from 307 participants, matriculated graduate or undergraduate students, were collected via a web-survey and analyzed using the structural equation modeling analysis (SEM) technique. The results supported the research hypothesis that motivation influences the strength of the predictive relationship between Internet Search and critical thinking; however the moderation effect of metacognitive strategies was not supported. The post-hoc analysis suggested that the prediction of Internet search on critical thinking for the low motivation group was stronger than for the high and medium motivation groups. Additionally, given that data were collected from participants of different academic status and majors the multiple-group analysis results have contributed to the validation of the

measures and theoretical constructs. However, the structure models that were invariant to diverse groups did not reach significant and acceptable model fit due to the small size of the sub-groups. Implications for theories are discussed and an instructional framework for facilitating learners in deliberately practicing IIS are recommended.

3323093
Copyright 2008 by
Wu, Chun-Ping
All rights reserved

2008

3323093

Copyright 2008 Chun-Ping Wu
All rights Reserved

Table of Contents
Chapter 1: Introduction…………………………………………………………………….1 Problem statement………………………………………………………………………2 Purposes of the study…………………………………………………………………11 Research questions and Conceptual framework………………………………………13 Expected outcomes /Significance of the Study………………………………………..16 Definitions of the terminology……………………………………………………….17 Summary……………………………………………………………………………..18 Chapter 2: Literature Review……………………………………………………………19 Critical Thinking Skills………………………………………………………………19 Intentional Internet Search…………………………………………………………….32 Self-regulating Intentional Internet Search……………………………………………41 Summary: A Hypothetical Structural Equation Model……………………………….57 Chapter 3 Method………………………………………………………………………….62 Population and sample……………………………………………………………….63 Research questions and a Hypothesized Structure Equation Model…………………64 Variables………………………………………………………………………………68 Measures………………………………………………………………………………70 Pilot Study……………………………………………………………………………..74 Data Collection………………………………………………………………………80 Data Analysis………………………………………………………………………….80 Summary……………………………………………………………………………..83 Chapter 4 Results………………………………………………………………………….85 Sample Distributions…………………………………………………………………..85 Preliminary Analysis: Any differences Existing between Two Versions of Survey….89 Examination of Research Hypotheses: Measurement Model Validation……………...90 Examination of Research Hypotheses: Model Testing………………………………107 v

Examination of Research Hypotheses: Testing the Effect of Demographic Variables on the Model Structure…………………………………………………………………..115 Summary………….………………………………………………………………..124 Chapter 5 Discussion and Implications……………………………………………………127 Significant Findings………………………………………………………………….127 Contributions and Implications for Theory and Practice……………………………133 Strengths and...
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