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

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.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.