Abstract
The main purpose of this study was to explore students changes of epistemic beliefs in online academic information search. The instructional intervention was conducted to observe students epistemic change during the intervention. Then, repeated measures analysis of variance (ANOVA) was employed to investigate participants epistemic changes. The results showed the variable time was a significant predictor with both groups increasing their epistemic beliefs over time. However, there were no differences between groups. In addition, the effect of instructional intervention on improving students epistemic beliefs was not found.
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