Abstract:

This study was conducted to examine the relationship among university students’ new media literacy, epistemic emotions, argumentativeness, online self-regulation learning, and online learning self-efficacy perceptions. An associational research design guided the study including structural equation modeling analysis. A total of 3395 students from a state university in Turkey participated in the study through online learning management system of the university during Covid-19 pandemic period. Five different Likert scales were utilized to collect data. Analyses showed that university students’ self-efficacy perceptions and online self-regulated learning skills seemed to be effective on their epistemic emotions, argumentativeness and new media literacy skills. Also, participants’ epistemic emotions partly predicted their argumentativeness and new media literacy skills. Considering these results, designing online learning environments respectful for university students’ intellectual differentiation was suggested.

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