如今，社交媒體的參與已成為我們社會的一部分，特別是很熱衷於科技的年輕世代。現在網際網路已成為最容易獲取資訊的地方，我們輕而易舉就能找到我們所想要的資訊。在社群媒體的使用人數日益增長的同時，網路上也出現了不少虛假的資訊導致使用者分不清真假。人們之所以存有特定信念是因為認知本身是一種依賴形式，會存在於我們所在的環境中而變化。 本研究開發了一份問卷，包含三十三個施測項目，用以探究社群媒體用戶之認知信念、數位素養和社群媒體參與三個變數的關係。本研究採用滾雪球取樣法進行調查，以來自印尼371名的參與者作為本研究的施測對象。本研究從CFA分析產生了5樣因素，並透過SEM分析總結出一個模型。在網路認知信念和尋求支持的意圖，是商業參與的重要預測因素。雖然知識正確性顯著預測了使用者商業參與和尋求支持的意圖，但就數位素養作為導入媒介的新聞參與方面，其成為負面預測因素。 第三個網路認知信念方面是部分由數位素養作為導入媒介的知識來源，以尋求支持意圖和新聞參與。然而，它是一個預測商業參與的負面預測因素。這項研究指出教師藉由提供各種資訊與討論，以辨別網路資訊的偏差性，來建立網路認知信念。教師與其阻止或限制網路的資訊，更應該建立個開放性討論的論壇，以用來檢視網路資訊的質量，並再次確認資訊的正確性。

Social media engagement is part of our society nowadays, especially for the younger generation keen on technology. Nowadays, the internet has turned into the most reachable site to pick up information. Therefore, the increased number of social media users and the internet did not distinguish fake and authentic information online. There is a reason that drives someone to hold a specific belief since epistemic is a domain-dependent form and exists contextually. This study develops a measure with 33 items to investigate the variables of the internet epistemic beliefs, digital literacy, and social media engagements. A total of 371 participants from Indonesia administered the survey using the snow ball sampling method. This study generates five factors from the CFA analysis and also concludes a model through an SEM analysis. The internet epistemic belief facet, support-seeking intentions, is a significant predictor for commercial engagement. While the certainty of knowledge significantly predicts commercial engagement and support-seeking intentions, it serves as a negative predictor for news engagement mediated by digital literacy. The third internet epistemic belief facet named source of knowledge partially mediated by digital literacy to support seeking intentions and news engagement; however, it serves as a negative predictor for social media engagement facet called commercial engagement. This study suggests how the teacher can shape the internet epistemic belief by providing various information and discussing how the spectrum may create bias to the receiver. Rather than blocking or limiting internet access, teachers need to open a discussion forum to examine the information quality and cross-check with valid data.

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