The development of epistemological beliefs among secondary students: A longitudinal study.

This article is the continuation of M. Schommer's (1993) study, in which the development of secondary students' beliefs about the nature of knowledge and learning, or epistemological beliefs, was examined. High school students (N?=?69) completed an epistemological questionnaire as freshmen in 1992 and as seniors in 1995. Repeated-measures analyses revealed that their beliefs in fixed ability to learn, simple knowledge, quick learning, and certain knowledge changed as they neared the end of their 4th year in high school. In addition, the less students believed in quick learning, the better grade point average they earned. These results are consistent with a cross-sectional study (M. Schommer, 1993) establishing substantial differences in students' epistemological beliefs across the high school years and thus strengthen the case that there is development of epistemological beliefs related to learning during high school. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Role of epistemological beliefs and learned helplessness in secondary school students' learning science concepts from text.

This study examined the relationship between two variable sets: (a) epistemological beliefs (quick learning, simple knowledge, certain knowledge, and innate ability) and learned helplessness and (b) conceptual understanding and application reasoning in conceptual change learning (CCL). Hypothetical dimensions underlying the Epistemological Belief Questionnaire and effects of different kinds of prior knowledge on CCL were explored with 212 students in Grades 9–12 in 13 science classes at a rural public high school in Georgia. Exploratory factor analyses revealed 3 factors underlying epistemological beliefs: Quick Learning, Simple-Certain Knowledge, and Innate Ability. Canonical correlation analyses show that beliefs about Simple-Certain Knowledge contribute the most to CCL, whereas beliefs about Innate Ability contribute the least. Beliefs about Simple-Certain Knowledge and Quick Learning are important factors in CCL. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of beliefs about the nature of knowledge on comprehension.

Two questions were addressed: "What are students' beliefs about the nature of knowledge?" and "How do these beliefs affect comprehension?" In Experiment 1, an epistemological questionnaire was administered to undergraduates. Factor analysis of the questionnaire resulted in 4 factors reflecting degrees of belief in innate ability, simple knowledge, quick learning, and certain knowledge. In Experiment 2, students read a passage about either the social sciences or the physical sciences, in which the concluding paragraph was removed. Then they related their confidence in understanding the passage, wrote a conclusion, and completed a mastery test. Belief in quick learning predicted oversimplified conclusions, poor performance on the mastery test, and overconfidence in test performance. Belief in certain knowledge predicted inappropriately absolute conclusions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so.

Examines epistemological belief assessment and the relationship between belief in simple knowledge and mathematical text comprehension. Exp 1, an epistemological questionnaire developed earlier (M. Schommer, 1990) was administered and factor analyzed. The factor structure was replicated, measuring beliefs in externally controlled learning, simple knowledge, quick learning, and certain knowledge. In Exp 2, Ss were instructed to read either to determine the comprehensibility of passage information or to teach passage information. Ss read a statistical passage, assessed their understanding, and completed a mastery test and study strategy inventory. Regression analyses indicated that the less Ss believed in simple knowledge, the better they performed on the mastery test and the more accurately they assessed their comprehension. A path model indicates that study strategies may mediate epistemological effects. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Are epistemological beliefs similar across domains?

Investigators of students' beliefs about the nature of knowledge and learning, or epistemological beliefs, have generally assumed that epistemological beliefs are domain independent (i.e., they generalize across domains). The purpose of this research was to test this assumption. College students completed an epistemological questionnaire with a specific domain in mind (either social sciences or mathematics), read a passage (either social sciences or mathematics), answered a passage test, and completed another epistemological questionnaire with the alternative domain in mind. Results support the idea that individuals' epistemological beliefs tend to be domain independent. Mathematical epistemological factors correlated with the corresponding social science epistemological factors. Epistemological beliefs in both domains predicted passage comprehension similarly, and most students showed a consistent level of epistemological sophistication across domains. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teachers' knowledge of students' knowledge in mathematics problem solving: Correlational and case analyses.

This study examined the relationship of teachers' knowledge of students' knowledge to teachers' mathematics instruction and to students' mathematics problem solving. First-grade teachers (N?=?20) participated in a 4-week workshop in which they were given access to research-based knowledge on children's mathematics learning. Teachers were observed for 16 days throughout the school year. In May, teachers completed interviews and questionnaires about their knowledge and beliefs; their students completed achievement tests. Correlational analyses showed significant positive relationships between teachers' knowledge of students' knowledge and students' mathematics problem-solving achievement. Teachers with more knowledge of their students questioned students about problem-solving processes and listened to their responses. Teachers with less knowledge of their students explained problem-solving processes to students or observed students' solutions. Case analyses of knowledge and behavior of the most effective teacher and the least effective teacher supported these conclusions and showed important differences in how these teachers thought about and used students' knowledge. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Deciding where knowledge comes from depends on where you look.

The purpose of this investigation was to replicate the findings of K. E. Stanovich and A. E. Cunningham (1993) concerning the antecedents of declarative knowledge, using different measures of general ability and TV exposure. In addition, the authors were interested in the relationship between epistemological knowledge and these measures. Ninety-seven introductory psychology students participated. Results showed that measures of both general ability and TV exposure exhibited a stronger relationship to declarative knowledge than that found by K. E. Stanovich and A. E. Cunningham. These differences in results concerning TV exposure were explained by suggesting the possibility that watching educational TV increases literacy whereas watching noneducational TV may actually limit it. The epistemological beliefs of simple and certain knowledge were statistically related to composites of knowledge, ability, and both types of exposure. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Validation of computer-mediated open-ended standardized patient assessments

Quantitative information regarding the development of students' clinical reasoning skills is valuable in assessing third- and fourth-year medical students' clinical knowledge. Standardized patient cases are often used to obtain this quantified information. These cases typically involve a post-patient examination consisting of a series of closed-ended multiple-choice questions. Many medical educators question whether the results from the closed-ended multiple-choice questions truly reflect students' clinical knowledge and reasoning proficiency. Since 1995, the Kirksville College of Osteopathic Medicine (KCOM) has used a computer program, SOAP Note Plus, for standardized patient assessment of students to automate the post-encounter documentation and evaluation. This paper describes the development of the SOAP Note Plus program and a validation study which was conducted to determine the empirical association between the computer-mediated closed-ended and open-ended post-encounter standardized patient assessments. Correlation and GENOVA statistics were used in the analysis of the performance of third-year medical students on the closed-ended and the open-ended assessments following standardized patient encounters and the relationship to their undergraduate GPA, first 2-year medical school GPA and the actual clinical rotation evaluations. The initial results show the positive relationship between the open-ended assessment and the actual clinical rotation evaluations. undergraduate GPA and the first two-years of medical school GPA.     

Teachers' and students' beliefs about punishment.

360 1st, 3rd and 5th graders and their 16 teachers from 3 school systems were interviewed in the fall and spring of the same school year to assess the developing relationship between teachers' and students' beliefs about punishment. Older children were less punitive than younger children. Teachers remained relatively punitive compared with 5th graders. Teachers with more punitive beliefs had students whose beliefs were more punitive when compared with students whose teachers had less punitive beliefs. Children and teachers thought that teachers should give more punitive responses than peers for the same misbehavior. The school systems that allowed corporal punishment had students with more punitive beliefs than the school system without corporal punishment. Results indicate that the school environment is perceived to be authoritarian and punitive by students and teachers. (18 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of preexisiting beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues.

This study examined the influence of people's beliefs about the certainty of knowledge, the strength of their beliefs about a controversial issue, and their tendency to enjoy effortful thinking on their interpretation of controversial information. Ninety-six undergraduates completed an epistemological beliefs questionnaire (M. Schommer; see record 1991-05940-001), the Need for Cognition Scale (J. T. Cacioppo, R. E. Petty, & C. F. Kao; see record 1984-30417-001), and indicated the degree to which they believed that HIV causes AIDS. They then read a text that presented two conflicting views regarding the HIV–AIDS relationship and wrote a concluding paragraph for the text. Regression analyses revealed that the less students believed in certain knowledge, the less extreme their initial beliefs, and the higher their need for cognition, the more likely they were to write conclusions that reflected the inconclusive nature of the mixed evidence they read. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Dimensions of achievement motivation in schoolwork and sport.

Both sport and academic work play large roles in school life, yet there is little comparative evidence on the nature or generality of achievement motivation across these domains. In this study, beliefs about the causes of success in school and sport of 207 high school students were found to be related in a logical fashion to their personal goals. The ego-involved goal of superiority was associated with the belief that success requires high ability, whereas task orientation (the goal of gaining knowledge) was associated with beliefs that success requires interest, effort, and collaboration with peers. These goal–belief dimensions, or theories about success, cut across sport and schoolwork. However, little cross-domain generality was found for perceptions of ability and intrinsic satisfaction. Intrinsic satisfaction in sport primarily related to perceived ability in that setting. Task orientation, not perceived ability, was the major predictor of satisfaction in schoolwork. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On warm conceptual change: The interplay of text, epistemological beliefs, and topic interest.

The aim of this study was to go further than considering only cognitive factors to extend the understanding of the complex, dynamic underlying knowledge revision processes. Fifth graders were assigned to 2 reading conditions. Participants in 1 condition read a refutational text about light, whereas participants in the other read a traditional text. Within each reading condition, students had more or less advanced beliefs about scientific knowledge (complex and evolving vs. simple and certain), as well as high or low topic interest. Overall findings from pretest to immediate and delayed posttests showed that knowledge revision was affected by several interactions among the variables examined. Students who attained the highest scores at both the immediate and delayed posttests were those who had read the refutational text and had high topic interest, as well as more advanced beliefs about scientific knowledge. In particular, the refutational text was more powerful in prompting a restructuring of alternative conceptions about 2 of the 3 light phenomena examined. In addition, students preferred the innovative text to the traditional textbook text. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doing homework: perspectives of elementary and junior high school students

A survey of homework experiences was administered to 1,527 elementary and junior high students in regular (n = 1,242), resource (n = 234), and self-contained special education (n = 51) classrooms. The results found significant main effects for Group, Grade, and Group by Grade interactions for items related to amount of, type of, and time spent doing homework; opportunity to do homework at school; parents' assistance; students' beliefs about homework assignments and grading; and students' feelings about homework and school. The higher incidence of negative feelings and opinions from students in resource room programs suggests that students' understanding of assignments, the nature of the assignments, and the feedback given to students are important issues requiring closer evaluation. The results also suggest that changes in homework assignments and grading may make the transition from elementary to junior high school particularly difficult for students with special needs.     

Elementary School Children's Ability to Distinguish Hypothetical Beliefs From Statements of Preference.

The authors examined students' understanding of hypotheses as beliefs that can be empirically verified. Thirty second graders and 30 sixth graders considered cases of disagreement about foods and colors that reflected either alternative hypotheses or different preferences. Their task was to decide whether the validity of each expressed belief could be determined and to justify their decision. Younger students considered both hypotheses and preferences as empirically verifiable, whereas older students were better able to recognize in some cases that preferences are legitimately variable. This lack of distinction may reflect limited metaconceptual ability or a deterministic epistemological view, both of which might interfere with the understanding of the hypothesis-testing process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Epistemological beliefs' contributions to study strategies of Asian Americans and European Americans.

Given the increasingly culturally diverse composition of students in American classrooms, understanding the nature of cultural differences is necessary to generate effective instructional interventions. This study examines the individual differences in epistemological beliefs, ways of knowing, study strategies, and academic performance among different cultural groups. These cultural groups include European Americans (Americans of European ancestry) and first and successive generations of Asian Americans. College junior and senior business majors completed instruments assessing epistemological beliefs, ways of knowing, and study strategies. Multivariate analyses of variances revealed significant differences among cultural groups in 5 study strategies (low anxiety, selecting main ideas, testing strategies, high motivation, and information processing), course grades, and reading comprehension. Regression analyses revealed that beliefs about learning speed, knowledge construction, characteristics of successful students, and separate knowing contributed to cultural differences. This study highlights the need to avoid strong stereotyping and to consider individual differences in the classroom. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Task values and ability beliefs as predictors of high school literacy choices: A developmental analysis.

This study examines how competence beliefs and task values predict high school achievement choices related to literacy. Students' task beliefs (self-concept of ability, intrinsic value, and importance) about reading in the 4th grade and English in the 10th grade were tracked over time. Task beliefs, school performance, and gender were used to predict students' (a) time per week spent reading for pleasure in 10th grade, (b) number of language arts courses per year of high school, and (c) reading relatedness of 12th-grade career aspirations. Results indicated that ability beliefs positively predicted all 3 outcomes, importance predicted career aspirations and course choices, and intrinsic value predicted leisure time reading and high school courses. Gender differences were also discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Development of Measures of Individual Differences in Self-Regulatory Control and Their Relationship to Academic Performance

Two studies are reported describing the development and validation of the Strategic Flexibility Questionnaire (SFQ): a self-report instrument aimed at eliciting students' beliefs about the need for, and conditional nature of, self-regulatory control over learning. In Study 1, 281 first-year university education students completed a 40-item pilot questionnaire. Factor analysis of responses revealed a 21-item instrument indicating three types of control beliefs: adaptive executive control, inflexible executive control, and irresolute executive control. In Study 2, the predictive validity of these conceptions was tested against the academic performance of 105 third-year university education students. Results indicated that students reporting adaptive executive control beliefs were more successful academically, while those students reporting inflexible or irresolute control beliefs were significantly less successful academically.     

Students' reports of motivation and negative affect: A theoretical and empirical analysis.

The authors investigated the self-reported relationships among 5th- and 6th-grade students' achievement goals in mathematics, their negative affect about making mistakes, and their self-regulatory beliefs and behaviors. Cluster analysis revealed 4 motivational-affective patterns. Two groups were characterized by positive motivational-affective patterns and 2 suggested more problematic patterns related to different goal patterns, negative affect, and less positive self-regulatory behaviors and beliefs. Path analyses showed that negative affect after failure mediated performance goals and self-regulatory beliefs and behaviors. The authors propose a theory of achievement goals and affect that explains why students differ in their ability to tolerate error during learning. They also discuss practical and theoretical implications of the role of negative affect in achievement motivation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Breast cancer screening knowledge and skills of students upon entering and exiting a medical school

PURPOSE: To assess needs for breast cancer screening education by comparing medical students' training and knowledge of breast cancer screening upon their entry to and exit from medical school. METHOD: Seventy-seven medical students at one medical school completed questionnaires as first-year students (in 1992) and again as fourth-year students (in 1996) that assessed their breast cancer screening knowledge. The fourth-year questionnaire included additional questions about the students' clinical training in breast cancer screening skills and their perceptions of needs for further training. RESULTS: Although the students performed significantly better on the knowledge-based questions in their fourth year than they did in their first year, considerable room for improvement remained. The students reported learning the most from surgery rotations and more from standardized patients than from faculty. Women medical students performed significantly more clinical breast examinations than did men students. CONCLUSIONS: Most of the medical students reported needing additional training in clinical breast examination. More curricular time devoted to education about breast cancer screening is needed.     

Learning "facts" versus learning that most questions have many answers: Student evaluations of contrasting curricula.

In interviews, urban African American students (Grades 1–8) were asked to compare the memorization of noncontroversial information with the learning and discussion of information designed to help students develop personal stances on controversial matters. Younger students did not clearly see one curriculum as more fair. Older students, more so than younger students, saw collaborative inquiry about controversial topics as fair and as likely to foster motivation. They also more strongly agreed that school should foster motivation and understanding, and they valued memorizing less than did younger students. That is, older students' views resembled the view of critics who argue that schools place undue emphasis on "fixed facts and skills to be acquired" (J. I. Goodlad, 1984, p. 209). Possible roles of student voice in curricula matters are noted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)