Review on Epistemic Beliefs under Self-regulated Remote Learning

Abstract

With global education shifting online during the lockdown, extensive research on epistemic beliefs has shifted towards its implication in an online setting. During online learning, students are facing significant changes concerning online learning engagement and online academic stress reduction. Previous research indicated self-regulated learning skills are essential for students to regulate stress and increase learning engagement, with epistemic beliefs being an essential factor affecting self-regulated learning. Hence, this review sets out to establish a theoretical relationship between epistemic beliefs and stress management and learning engagement in a specific online remote learning setting. It is proposed that students who perceive knowledge as complicated or developing are more likely to self-motivate and exhibit lower level of academic stress and higher level of learning engagement.