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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
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Epistemological Beliefs Across Domains Using Biglan's Classification of Academic Disciplines 总被引：1，自引：0，他引：1
The purpose of this study was to examine students' beliefs about the nature of knowledge and learning, epistemological beliefs, across domains that vary according to Biglan's classification of academic disciplines (hard vs. soft disciplines and pure vs. applied disciplines). One hundred and fifty-two university students completed three questionnaires that assessed their epistemological beliefs about mathematics (hard-pure), the social sciences (also pure), and business (neither hard nor pure). Correlations indicated that students' epistemological beliefs were similar for mathematics and social sciences, as well as for mathematics and business. When the amount of academic experience was taken into account, some evidence of domain specificity was found. These results support Sternberg's caveat that the dichotomy of domain generality/specificity is an assumption that should be questioned. We propose that future researchers should investigate the breadth of applicability of epistemological beliefs. 相似文献
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Measures of People's Beliefs About Knowledge and Learning 总被引：10，自引：0，他引：10
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This research tested the relationship between individuals cultural values and the malleability in their ways of knowing in two social contexts. Two hundred and ninety-two college students majoring in either business or social sciences initially received two priming conditions (two weeks apart) where they reflected on either their in-group or their out-group. Then, their adherences to ways of knowing: separate knowing (SK, being a devil’s advocate) and connected knowing (CK, being perspective taker) and cultural values: collectivist-horizontal, collectivist-vertical, individualist-horizontal and individualist-vertical were assessed. Analyses revealed a priming condition X ways of knowing X cultural values interaction. When students had their in-group in mind, their CK score was significantly higher than their SK score in all cultural categories. When students had their out-group in mind, their CK scores decreased to comparable levels of their SK score in all cultural values except horizontal-collectivist. Students with a dominant collectivist-horizontal values maintained higher CK scores compared with their SK scores in the out-group condition. Implications for perspective-taking and critical thinking are discussed. 相似文献
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