Academic social networks and social media have revolutionised the way individuals gather information and express themselves, particularly in academia, science, and research. Through the lens of academics, this study aims to investigate the epistemological and psychosocial aspects of these knowledge sources. The epistemological attitude model presented a framework to delve into and reflect upon the existence of knowledge sources, comprising subjective, interactional, and knowledge dimensions. One hundred and twenty-six university academics participated in this study, including lecturers and researchers from different higher education institutions in Latvia. The study employed two methods: the Epistemological Attitudes towards Sources of Knowledge Questionnaire and the Epistemological Attitudes towards Sources of Knowledge Semantic Questionnaire. The data analysis involved several procedures, including exploratory and confirmatory factor analysis, correlation analysis, and test statistics. By implementing these methods, the study gained valuable insights into the sources of knowledge, examining them from two perspectives. The first perspective brought attention to the differences in academics’ appraisals by discussing their understanding, approach, use, and valuations of these sources. By scrutinising the constructs of meanings, the second perspective sheds light on the anticipated knowledge which is deemed ideal, the concrete knowledge that is both social and objective, and the subjectively valuable nature of academic social networks and social media. The findings underscore the specialised knowledge and qualities that academics rely on for producing knowledge. In terms of epistemology, methodology, social science, and education, the study holds theoretical and practical implications, especially in comprehending knowledge and its sources.

中文翻译：

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学者对学术社交网络和社交媒体的认识论态度

学术社交网络和社交媒体彻底改变了个人收集信息和表达自己的方式，特别是在学术界、科学和研究领域。通过学术的视角，本研究旨在调查这些知识来源的认识论和社会心理方面。认识论态度模型提出了一个深入和反思知识源存在的框架，包括主观维度、交互维度和知识维度。一百二十六名大学学者参与了这项研究，其中包括来自拉脱维亚不同高等教育机构的讲师和研究人员。本研究采用了两种方法：对知识来源的认识论态度问卷和对知识来源的认识论态度语义问卷。数据分析涉及多个程序，包括探索性和验证性因素分析、相关性分析和检验统计。通过实施这些方法，该研究获得了对知识来源的宝贵见解，并从两个角度对其进行了检验。第一个视角通过讨论学者们对这些来源的理解、方法、使用和评价来关注学者们评价的差异。通过审视意义的建构，第二种视角揭示了被认为是理想的预期知识、社会性和客观性的具体知识，以及学术社交网络和社交媒体的主观价值本质。研究结果强调了学术界产生知识所依赖的专业知识和素质。在认识论、方法论、社会科学和教育方面，这项研究具有理论和实践意义，特别是在理解知识及其来源方面。