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1.
《Contemporary educational psychology》2004,29(2):186-204
Epistemological beliefs, or beliefs about the nature of knowledge and knowing, are currently a target of increased research interest. The present study examined two research questions: (1) how do epistemological beliefs change over time? and (2) what role do gender, ethnicity, SES, and achievement play in their development? The study was correlational with an ethnically diverse sample of 187 fifth grade students (46% Latino, 27% Anglo, and 27% African American, and 67% low SES). Self-report questionnaires that tapped four dimensions of beliefs (source, certainty, development, and justification) were given to students at two time points during the course of a nine-week science unit. Results showed that students became more sophisticated in their beliefs about source and certainty of knowledge over time, but that there were no reliable changes in development and justification. There also were no main or moderating effects of gender or ethnicity, but there were main effects of SES and achievement. Low SES and low achieving children had less sophisticated beliefs in comparison to average SES and high achieving children. There were no significant interactions between gender, ethnicity, SES, and achievement for any of the four belief measures. Results are discussed in terms of personal and contextual factors and their role in the facilitation of epistemological belief development. 相似文献
2.
Ken R. Lodewyk 《教育心理学》2007,27(3):307-327
Students with differing profiles of epistemological beliefs—their beliefs about personal epistemology, intelligence, and learning—vary in thinking, reasoning, motivation, and use of strategies while working on academic tasks, each of which affect learning. This study examined students’ epistemological beliefs according to gender, school orientation, overall academic achievement, and performance on two differently structured academic tasks. Epistemological beliefs in fixed and quick ability to learn, simple knowledge, and certain knowledge differed significantly as a function of gender, school orientation, and levels of academic achievement. These beliefs, particularly the belief in simple knowledge, significantly predicted overall performance and reflective judgment scores on the ill‐structured task but not on the well‐structured task. Implications concerning the relations among epistemological beliefs, reflective judgment, gender, school orientation, task structure, and achievement are discussed. 相似文献
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4.
We investigated: (a) the associations of implicit theories and epistemological beliefs and their effects on the academic motivation and achievement of students in Grade 6 science and (b) the mean differences of implicit theories, epistemological beliefs, and academic motivation and achievement as a function of gender and race/ethnicity (N = 508). Path analysis revealed that an incremental view of ability had direct and indirect effects on adaptive motivational factors, whereas fixed entity views had direct and indirect effects on maladaptive factors. Epistemological beliefs mediated the influence of implicit theories of ability on achievement goal orientations, self-efficacy, and science achievement. Results are discussed in relation to Dweck and Leggett’s (1988) social-cognitive theory with a focus on middle school science. 相似文献
5.
We examine the relationship between high school students' beliefs about the nature of knowledge, or epistemological beliefs, and their attitudes toward education. High school students completed an epistemological questionnaire assessing their beliefs in fixed ability to learn, simple knowledge, quick learning, and certain knowledge. Then they answered open-ended questions on a hypothetical character named Billy. They were to advise Billy if he should go on to college even though his grades were poor and his parents had no money. Finally, they completed questions about their own feelings toward high school and their expectations of the demands of college. Attitudes toward school were then regressed on epistemological belief factor scores. The less students believed in fixed ability to learn and quick learning, the more likely they were to encourage Billy to go to college and to appreciate the role of school in furthering their education, gaining employment, and living everyday life. 相似文献
6.
Francisco Cano María Cardelle-Elawar 《European Journal of Psychology of Education - EJPE》2004,19(2):167-187
Students’ conceptions and beliefs about learning are constructs that have been proposed in two independent lines of research, phenomenographic and metacognitive, and analysed using qualitative and quantitative methodologies, respectively. The present research examines and integrates in a single study both constructs and methodologies. Data were collected through an open-ended task (Tynjäla, 1997) and an epistemological questionnaire (Schommer, 1990), administered to a sample of 1,200 secondary students. Three major statistically significant findings emerged. First, students’ conceptions of learning and epistemological beliefs changed from simplistic to more complex as they progressed through school. Second, the two constructs were linked to each other. The most advanced category on the ‘dimension of depth’ of learning conceptions corresponded to the highest scores at the complex pole of the belief system. Third, learning conceptions as well as epistemological beliefs were predictors of academic performance. The more capable students were of constructing meaning, the better their academic achievement appeared to be. Theoretical and educational implications are discussed with regard to further research, classroom instruction, and the value of combining both research methodologies in order to deepen our understanding of students’ learning experience. 相似文献
7.
Comparisons of beliefs about the nature of knowledge and learning among postsecondary students 总被引：6，自引：0，他引：6
Marlene Schommer 《Research in higher education》1993,34(3):355-370
The purpose of this study is to assess postsecondary students' beliefs about the nature of knowledge and learning, or epistemological beliefs. Comparisons were made between junior college students and university students and between technological science majors and social science majors on their degree of belief in simple knowledge, certain knowledge, innate ability, and quick learning. Junior college students were more likely to believe in simple, certain knowledge, and quick learning. University students were more likely to believe in innate ability. Technological science majors were more likely to believe in quick learning. Background variables, such as age, gender, and parental education, also contributed to differences between groups. Two-year institutions, as well as four-year institutions, might want to consider students' epistemological beliefs as possible factors affecting academic performance, attrition rate, and transfer difficulties. 相似文献
8.
Savas Pamuk Semra Sungur Ceren Oztekin 《International Journal of Science and Mathematics Education》2017,15(8):1423-1440
This study adopted a cross-sectional and correlational research design in an attempt to add our understanding of student- and teacher-level factors that help explain variability in students’ science achievement to the existing literature. More specifically, the present article examined students’ science achievement in relation to their constructivist learning environment perceptions, epistemological beliefs, and self-regulation as well as their science teachers’ characteristics. Data were gathered from both 137 science teachers and their 3281 seventh grade students via administering self-report questionnaires. Hierarchical linear modeling (HLM) analysis was conducted to analyze the two-level data (student level and teacher level). Students’ learning environment perceptions, epistemological beliefs, achievement goals, and self-regulation constituted student-level data while teachers’ self-efficacy, achievement goals, and epistemological beliefs constituted teacher-level data. The findings indicated that students’ constructivist learning environment perceptions were significant predictors of their science achievement. Additionally, students with sophisticated epistemological beliefs appeared to be more successful in science. Also, performance avoidance goals were negatively related to science achievement. Among teacher-level variables, teachers’ self-efficacy and sophisticated epistemological beliefs were found to be positively linked to students’ science achievement. 相似文献
9.
Learners enter the classroom with informal ideas (alternative conceptions) about scientific phenomena; these ideas affect how the corresponding scientific explanations are learned. In addition, studentsÕ epistemological beliefs concerning learning influence achievement. This study investigated the effects of a constructivist versus objectivist learning environment on college studentsÕ conceptual change, using a computer simulation of the human cardiovascular system as an instructional tool. This study also investigated the interaction between constructivist versus objectivist learning situations and the studentsÕ epistemological beliefs. The constructivist approach resulted in significantly greater conceptual change than the objectivist approach for 2 of 6 commonly held alternative conceptions; the other 4 of 6 areas showed no significant differences for treatment group. More important, however, the treatment interacted significantly with epistemological beliefs. Individuals with more advanced epistemological beliefs learned more with a constructivist treatment; individuals with less developmentally advanced beliefs learned more with an objectivist treatment. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 145–160, 1998. 相似文献
10.
The relations among students’ motivational beliefs, cognitive processes, and academic achievement were investigated. A 51-item
questionnaire together with a mathematics achievement test was administered to 459 fifth graders in Korean elementary school
mathematics classrooms. Results indicated that, in general, students’ cognitive processes related closely to competence beliefs,
task values, and achievement goals, and more importantly their success or failure in mathematics achievement was closely linked
to competence beliefs, performance-avoidance goals, and persistence strategies. Positive evidence of performance-approach
goals was observed in math learning relative to task goals. As expected, performance-avoidance goals turned out to be detrimental
to students’ math learning. These findings are generally congruent with the motivational theories and support the position
that students should be encouraged to adopt task goals and actively involve themselves in math class activities. However,
it also behooves us to recognize the potential benefits of performance-approach goals in different cultural contexts, such
as the Korean elementary school math classrooms. 相似文献
11.
The aim of the present study is to explore a causal model of academic achievement and learning‐related personal variables by testing the nature of relationships between learned hopelessness, its risk factors and hopelessness deficits as proposed in major theories in this area. The model investigates affective–motivational characteristics of students such as prior academic failures, academic attributional style, self‐efficacy, thoughts about intelligence, school values, learned hopelessness, self‐esteem, learning strategy effectiveness and academic achievement, and the relationships among them. A sample of 741 Hong Kong secondary students completed a series of scales over a school year. As expected, prior achievement was the best predictor of subsequent achievement. The next best predictors were perceived learning difficulties and learned hopelessness. This in turn leads to disengagement from schooling and students taking on most responsibility for their failing. Recommendations for teachers and schools to ameliorate these beliefs may redress the move towards hopelessness. 相似文献
12.
茆东莲 《宁波大学学报(教育科学版)》2022,(3):114-123
结合学习文化概念和个人认识论理论,就有意义的学习经历以及对大学英语课堂的期待,对刚入学大一新生进行开放式问卷调查。数据的质性内容分析结果显示,处于学业过渡期的大学生认识论信念表现出以下四个特征:情境化的改变、既幼稚又成熟的双重表现、明显的改变意愿、强烈的情感需求。这些认识论信念特征一方面反映了大学新生根深蒂固的中国文化价值观,另一方面凸显了他们在学业过渡阶段出现的信念动摇。这些研究发现将有助于教师深入了解学生认识论信念,及时提供学业和情感支持,合理调整教学,促进他们认识论的正向发展。 相似文献
13.
Kudret Ozkal Ceren Tekkaya Jale Cakiroglu Semra Sungur 《Learning and individual differences》2009,19(1):71-79
This study proposed a conceptual model of relationships among constructivist learning environment perception variables (Personal Relevance, Uncertainty, Critical Voice, Shared Control, and Student Negotiation), scientific epistemological belief variables (fixed and tentative), and learning approach. It was proposed that learning environment perceptions predict learning approach directly and indirectly through scientific epistemological beliefs. Constructivist Learning Environment Survey, Scientific Epistemological Beliefs, and Learning Approach Questionnaire were administered to 1152 Turkish eight grade elementary school students to measure constructivist learning environment perceptions, scientific epistemological beliefs, and learning approach, respectively. Path analysis supported the model in general, although not all proposed paths were significant. All constructivist learning environment perception variables were found to predict learning approach directly and indirectly through tentative beliefs. The relationship between fixed beliefs and learning approach was not significant. Fixed beliefs were significantly related only with personal relevance variable. 相似文献
14.
Exploring the relationship between physics-related epistemological beliefs and physics understanding
Three studies are reported that investigated the relationship between secondary school students’ physics-related epistemological beliefs and physics conceptual understanding. Study 1 involved the development of a Greek Epistemological Beliefs Evaluation Instrument for Physics (GEBEP) which was administered to 394 students (10th graders). Study 2 investigated the hypothesis that physics epistemological sophistication as measured by the GEBEP is a good predictor of physics understanding. The participants were selected from the 394 students who participated in Study 1. More specifically we selected the 10% (38) students with the highest scores in the GEBEP (high epistemological sophistication group, HES) and the 10% (38) students with the lowest GEBEP scores (low epistemological sophistication group, LES) and measured their understanding of Newton’s three laws using the Force and Motion Conceptual Evaluation instrument (FMCE) developed by Thornton and Sokoloff (1998). The results showed that the HES group had significantly higher scores in the FMCE than the LES group. Regression analysis showed that beliefs regarding the Construction and Stability of physics knowledge and the Structure of physics knowledge were good predictors of physics understanding. Study 3 re-examined the same hypothesis on a new independent sample of students. The results based on the entire sample, showed again that beliefs regarding the Construction and Stability of physics knowledge predicted physics understanding. Overall, the results suggest that sophisticated physics-related epistemological beliefs are necessary but not sufficient for physics understanding and point to the importance of taking them into consideration in physics education. 相似文献
15.
Thérèse Bouffard Lucille Boileau Carole Vezeau 《European Journal of Psychology of Education - EJPE》2001,16(4):589-604
336 students, 186 girls and 150 boys were met at the end of the school year, both at grade six and at Secondary one, in order to examine the impact of the transition from elementary to secondary school on various motivational variables. Analyses showed changes in self-efficacy beliefs and learning goals, whatever students’ level of achievement and gender. However, self-efficacy beliefs appeared as the most powerful predictor of academic performance at both school levels. In addition, the pattern of relations between academic performance and the variables examined was relatively similar at both times of measurement. The discussion focuses on changes in self-efficacy beliefs and learning goals and on their relations to academic performance. 相似文献
16.
Education has been regarded as the major factor in epistemological development. However, academic and other aspects of educational experience are difficult to disentangle. In the present study, 86 Israeli students in the same selective department differed by whether they had done mandatory army service before the university or would do it after. This difference allowed a comparison between epistemological levels of students with different social experiences but with similar academic experiences. Those with the socially diverse army experience were less likely to have absolutist thinking about everyday knowledge contexts. Those with more years of education had more sophisticated academic-context epistemological beliefs in their discipline only. 相似文献
17.
《Contemporary educational psychology》2005,30(4):397-417
The present study investigated the role of students’ homework practices in their self-efficacy beliefs regarding their use of specific learning processes (e.g., organizing, memorizing, concentrating, monitoring, etc.), perceptions of academic responsibility, and academic achievement. One hundred and seventy-nine girls from multi-ethnic, mixed socioeconomic status families residing in a major metropolitan area of the United States were studied in a parochial school that emphasized homework in the curriculum with more than 3 h of work assigned daily. Path analyses showed significant paths (a) from homework experiences to the girls’ self-efficacy for learning beliefs and their perception of student responsibility for academic outcomes, and (b) from these two academic beliefs to the girls’ academic grade point average at the end of the school term. The implications of these findings for future research and school policy will be discussed. 相似文献
18.
Murat Balkis Erdinc Duru Mustafa Bulus 《European Journal of Psychology of Education - EJPE》2013,28(3):825-839
The purpose of this study was to investigate the relations between academic rational/irrational beliefs, academic procrastination, and time preferences to study for exams and academic achievement by using the structural equation model. The sample consisted of 281 undergraduate students who filled in questionnaires at the 7-week-long summer course. Students responded to questionnaires assessing their levels of (a) academic procrastination, (b) academic rational/irrational beliefs, and (c) time preferences to study for exams and demographic information sheet. In general, the results showed that rational academic beliefs have a direct impact on academic procrastination and time preferences to study for exams. Academic rational beliefs also have an impact on academic achievement indirectly by mediation of academic procrastination and time preferences to study for exams. The results also showed that academic procrastination has an impact on academic achievement both directly and by mediation of time preferences to study for exams. This study suggested that there is a relation between academic procrastination and rational academic beliefs, which should be addressed further in counseling intervention. Knowledge about the role of irrational academic beliefs and their relations with academic procrastination may assist school/ college counselors to develop interventions for students that suffer from delaying behaviors that negatively affect academic success. 相似文献
19.
This research examines the issue of self-regulated learning among highly gifted elementary ( n = 93) and high school students ( n = 40) in science. Self-report measures assessed self-regulatory strategy use in science and a spectrum of environmental (perceived level of investigation) and individual prerequisites (motivational beliefs, goal orientation, epistemological beliefs and intentions). Firstly, high school students were experiencing less investigation in science, and test anxiety and work avoidance were more pronounced than with elementary students. Secondly, highly gifted girls' science-related motivational beliefs were less positive than those of boys. Thirdly, path analyses indicate that the level of investigation in the science learning environment strongly determines motivational and epistemological prerequisites of self-regulatory strategy use. The results indicate that exploration and discovery should be enabled and strengthened in science classrooms of highly gifted students. 相似文献
20.
This paper describes two studies that explore students' beliefs about critical and creative learning at two universities, and considers the implications of those beliefs in comparison to the universities' stated education goals. One is a mixed method study of students at a top university in Korea, and the second is a comparative study between the Korean university and a United States (US) university. The first study found that both high-achievers and the general population at a top Korean university perceived their critical and creative abilities as lower than their receptive learning abilities, and that higher achievers were neither more critical nor creative than lower achievers. The second study finds that the Korean university students, compared to US students, were more likely to rate their receptive learning ability as higher than their critical and creative learning abilities. Comparisons across year of higher education (HE) suggest that Korean students' perceptions did not significantly change with respect to year in school, while US students' perceptions of critical learning abilities significantly increased across school years. Results are discussed with respect to the impact of culture, epistemological beliefs, and HE instruction on critical and creative learning. 相似文献