Epistemological beliefs and the information-seeking behavior of undergraduates |
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| Institution: | 2. Northern Illinois University, USA;1. Faculty of Economics and Social Sciences, University of Tübingen, Germany;2. Leibniz Institute for Psychology Information, Trier, Germany;3. Department of Educational and Counselling Psychology, McGill University, Canada;1. Department of Educational Psychology, University of Minnesota, Minneapolis, USA;2. Department of Educational and Counselling Psychology, McGill University, Montreal, Canada;3. Department of Psychology, University of Munich, Munich, Germany;4. Institute for Positive Psychology and Education, Australian Catholic University, Sydney, Australia;5. Rossier School of Education, University of Southern California, Los Angeles, CA, USA;6. Research Institute of Child Development and Education, University of Amsterdam, The Netherlands;7. Behavioural Science Institute, Radboud University Nijmegen, The Netherlands |
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| Abstract: | This study explores the relationship between undergraduates' epistemological beliefs and their information-seeking behavior. Kuhlthau's (1993) information search process (ISP) model and four models of epistemological development from educational psychology formed the theoretical foundation of this investigation. Twenty undergraduates attending an Ivy League university were interviewed about their search process as they completed a major research paper during their senior year. Epistemological beliefs affected topic, the use of mediators, search techniques, the evaluation of information, and the ability to recognize authority. Epistemological beliefs also affected several stages of the ISP model: topic selection, prefocus formulation, focus formulation, and collection. These findings provide a rich theoretical foundation for future information-seeking behavior research and will assist academic reference librarians by providing insights into the impact of undergraduates' epistemological beliefs on their information-seeking behavior. |
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