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1.
Relations were examined between epistemic beliefs, achievement goals, learning strategies, and achievement. We sought to empirically test Muis’ [Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. Educational Psychologist, 42, 173–190] hypothesis that epistemic beliefs influence processes of self-regulated learning via the standards students set for learning once goals are produced. Two hundred one undergraduate students from an educational psychology course completed questionnaires designed to measure the various constructs. Students’ final grades were also collected at the end of the semester. Students’ recollections of course tasks revealed that their epistemic beliefs are activated during learning. Results from structural equation modeling revealed epistemic beliefs influenced the types of achievement goals students adopted, which subsequently influenced the types of learning strategies they used in their education course, and their achievement. Moreover, achievement goals mediated relations between epistemic beliefs and learning strategies, and learning strategies mediated relations between achievement goals and achievement.  相似文献   

2.
This study examines the contribution of learner cognitive and motivational characteristics to achievement in science at three grade levels. Specifically, the relations between domain-specific epistemic beliefs about the development and justification of scientific knowledge, achievement goals, knowledge, self-concept, self-efficacy, and achievement in science were simultaneously examined. Students in fifth (n = 213), eighth (n = 202), and eleventh (n = 281) grades completed questionnaires measuring the various constructs, and a domain knowledge test. Their grades in science were also collected. Results from structural equation modeling reveal that the hypothesized model fitted the observed data at the three grade levels, although not all expected paths were statistically significant. Students’ epistemic beliefs about the development of scientific knowledge had a direct effect on domain knowledge, whereas beliefs about the justification of scientific knowledge had a direct and an indirect effect via achievement goals on knowledge acquisition. Mastery, performance-approach, and performance-avoidance goals had a direct effect on self-efficacy. Knowledge had a direct and an indirect effect via self-concept on achievement. Educational implications are discussed.  相似文献   

3.
We propose a theoretical model linking students' epistemic beliefs, epistemic emotions, learning strategies, and learning outcomes. The model was tested across two studies with 439 post-secondary students from Canada, the United States, and Germany for Study 1, and 56 students from Canada for Study 2. For Study 1, students self-reported their epistemic beliefs about climate change, read four conflicting documents about the causes and consequences of climate change, self-reported their epistemic emotions and learning strategies used to learn the content, and were given an inference verification test to measure learning. Study 2 used the same procedure but added a think aloud protocol to capture self-regulatory processes and emotions as they occurred. Path analyses revealed that epistemic beliefs served as important antecedents to the epistemic emotions students experienced during learning. Students who believed that the justification of knowledge about climate change requires critical evaluation of multiple sources experienced higher levels of enjoyment and curiosity, and lower levels of boredom when confronted with conflicting information. A belief in the complexity of this knowledge was related to lower levels of confusion, anxiety, and boredom. A belief in the uncertainty of this knowledge predicted lower levels of anxiety and frustration, and a belief in the active construction of knowledge predicted lower levels of confusion. Epistemic emotions predicted the types of learning strategies students used to learn the content and mediated relations between epistemic beliefs and learning strategies. Learning strategies predicted learning outcomes and mediated relations between epistemic emotions and learning outcomes. Implications for research on epistemic beliefs, epistemic emotions, and students' self-regulated learning are discussed.  相似文献   

4.
Epistemic beliefs are individual beliefs about knowledge and knowledge acquisition. Empirical studies indicate that learners’ epistemic beliefs influence their learning processes and success (e.g. motivation, text comprehension, learning strategy selection, grades). Teachers and trainers can support their apprentices in developing preferable epistemic beliefs to facilitate learning. To do this, instructors need information on learners’ current beliefs for lesson planning and monitoring epistemic beliefs development. The following paper reports the validation of a tool for generating this kind of information: the Instrument for Measuring Epistemic Beliefs in Marketing. The instrument validation is based on three studies (Study I: 225 university trained business administration students; Study II: 531 vocationally trained retailers/wholesalers; Study III: 179 vocationally trained bank assistants). It reveals high reliabilities (α values about .700), stable factor structures, and incremental validity in comparison to general epistemic beliefs. The new questionnaire is able to predict grades in marketing and can be used to diagnose apprentices’ epistemic beliefs for adjusting instruction to learners’ preconditions. Findings based on the new instrument indicate that apprentices show partly unfavourable epistemic beliefs. As a result, supporting learners in developing preferable beliefs provides an opportunity to increase their learning success.  相似文献   

5.
Research on epistemic beliefs (beliefs about what knowledge is and what knowing is) has advanced and there is now a burgeoning interest in examining this construct in the Chinese cultural context. However, issues related to understanding epistemic beliefs change remain under-explored. The present study used a qualitative approach to explore Chinese college students’ timing and critical incidents of epistemic beliefs change. Eight college students from Hong Kong participated in interviews and three key themes emerged from their responses. First, students identified college transition as a major source of epistemic perturbation. Second, they attributed epistemic beliefs change mostly to educational encounters. These encounters were characterized by a curriculum with multiple perspectives, being taught by teachers who could provide cognitive scaffolding for epistemic belief resolution, and assessment processes that allowed the latitude to demonstrate multiple perspectives. Furthermore, these characteristics of assessment (mainly regarding examinations) also emerged as a strand of culturally nuanced findings. Students explicitly regarded assessment influencing their epistemic beliefs and described how they differentiated their incongruent “professed” and “practised” epistemic beliefs so as to fit the rules of the public examination. The findings have yielded cultural implications and suggest the need to understand epistemic beliefs transcending the naive-sophisticated dichotomy.  相似文献   

6.
Conflicting claims about important socio-scientific debates are proliferating in contemporary society. It is therefore important to understand the individual characteristics that predict learning from conflicting claims. We explored individuals’ beliefs about the nature of knowledge and knowing (i.e., epistemic beliefs) and their emotions as potentially interrelated sets of learner characteristics that predict learning in such contexts. Undergraduate university students (N = 282) self-reported their topic-specific epistemic beliefs and were given three conflicting texts about climate change to read. Immediately after each of the three texts, participants self-reported the emotions they experienced. Following reading and self-report, participants wrote summaries of the conflicting texts. Text-mining and human coding were applied to summaries to construct two indices of learning from conflicting texts that reflected which source’s information is privileged in memory. Results from structural equation modeling revealed that epistemic beliefs were consistent in their predictions of emotions, which in turn variously predicted different learning outcomes. In particular, a belief that knowledge is justified by inquiry predicted surprise and curiosity, which at times facilitated learning. In contrast, confusion, predicted by passive reliance on external sources, related to impaired memory of conflicting content. Theoretical and methodological implications are discussed for research on the relations between epistemic beliefs, emotions, and learning about controversial topics.  相似文献   

7.
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8.
The purpose of this study was to compare the associations of epistemic beliefs in science, performance of scientific reasoning in university students from Taiwan and India, and the relations with their science learning experiences. A total of 126 university students including 67 from Taiwan and 59 from India who had science and mathematics backgrounds were involved in the study. Students’ epistemic beliefs in science were assessed by the SEV questionnaire, while their reasoning performance and learning experiences were prompted by open-ended questions and survey items. Content analysis was performed to analyze their scientific reasoning, and correlation analysis, t tests and ANOVA were applied to reveal the associations between variables. The results showed that students from both countries differed in epistemic beliefs in the dimensions of certainty, development and justification. While few students from either country performed successfully in identifying genuine evidence and giving full rebuttals, Taiwanese participants seemed to demonstrate slightly better scientific reasoning. It was found that the Indian students were more balanced in receiving structured and engaged learning experiences. Varying associations for the students from the different countries were found between epistemic beliefs and scientific reasoning performance, and between epistemic beliefs and science learning experiences.  相似文献   

9.
In this paper, we assume that students’ achievement is influenced not only by a set of individual appraisals such as beliefs about their personal efficacy but also by a set of more systemic factors related to beliefs about their class efficacy as a group. Literature and research review supports that students’ beliefs about their efficacy, both as individuals and as groups, are important predictors of their achievements at school. However, little research has been presented to date that jointly explores the impact of these two sets of beliefs on academic achievement. Therefore, the aim of this paper is to present an integrated view of individual and collective efficacy beliefs, exploring the relationship between them and their causal relationship with students’ achievement. Two cross-sectional studies were developed in the Portuguese secondary school context with 385 and 1,794 students, using Academic Self-Efficacy Scale and Students Collective Efficacy Scale to assess individual and collective efficacy beliefs. The main results showed that individual efficacy beliefs were stronger predictors of students’ grades than collective efficacy beliefs, especially when the specific domain of achievement they refer to was considered (for instance, levels of mathematics self-efficacy had a stronger impact on mathematics grades than on Portuguese grades). Moreover, moderating effects of gender and type of school (public vs. non-public) were found, suggesting that collective efficacy beliefs play a more significant role among boys and among students from public schools.  相似文献   

10.
Expectancy-value theory (Eccles, 2009) posits that students’ relative expectancies and values across domains inform their academic choices. Students should therefore be more likely to choose a STEM major if they have higher expectancies and values in STEM domains compared with other domains. Accordingly, this study aimed to explore how upper secondary school students’ profiles in expectancy-value beliefs in math and English are related to concurrent achievement and university major choice. Data on expectancies and values in math and English were collected from 2153 German students in their last school year, along with their concurrent math and English achievement and their university major 2 years later. Latent profile analyses revealed four distinct expectancy-value profiles characterized as Low Math/High English, Moderate Math/Moderate English, High Math/Low English, and High Math/High English. Students’ gender, socioeconomic status, and type of school were meaningfully associated with profile membership. For instance, female students were overrepresented in the Low Math/High English profile compared with other profiles. Students in the four profiles also differed in their math and English achievement. These differences were mostly in line with students’ expectancies and values in the respective domain, but some differences suggested that intraindividual cross-domain comparison processes were also at play. Finally, profile membership predicted students’ choice of a STEM major over and above demographic characteristics and achievement. Students in the High Math/Low English profile were most likely to choose a STEM major. These findings support the importance of considering intraindividual comparisons of expectancies and values for students’ achievement-related behavior and choices.  相似文献   

11.
In this report the relationships between cognitive preferences and patterns of achievement in chemistry for grade 12 students in Australia are investigated. The results of the study are consistent with the following two general propostions:
  • 1 Students who develop the cognitive preferences consistent with those implied or stressed by the Higher School Certificate chemistry course tend to perform better on an end-of-course achievement examination than do students whose cognitive preferences are not consis tent with these implied preferences.
  • 2 Higher cognitive preference for a particular preference is positively correlated with performance on the sorts of cognitive tasks implied in that preference.
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12.
ABSTRACT

The purpose of this study was to develop and validate two survey instruments to evaluate high school students' scientific epistemic beliefs and goal orientations in learning science. The initial relationships between the sampled students' scientific epistemic beliefs and goal orientations in learning science were also investigated. A final valid sample of 600 volunteer Taiwanese high school students participated in this survey by responding to the Scientific Epistemic Beliefs Instrument (SEBI) and the Goal Orientations in Learning Science Instrument (GOLSI). Through both exploratory and confirmatory factor analyses, the SEBI and GOLSI were proven to be valid and reliable for assessing the participants' scientific epistemic beliefs and goal orientations in learning science. The path analysis results indicated that, by and large, the students with more sophisticated epistemic beliefs in various dimensions such as Development of Knowledge, Justification for Knowing, and Purpose of Knowing tended to adopt both Mastery-approach and Mastery-avoidance goals. Some interesting results were also found. For example, the students tended to set a learning goal to outperform others or merely demonstrate competence (Performance-approach) if they had more informed epistemic beliefs in the dimensions of Multiplicity of Knowledge, Uncertainty of Knowledge, and Purpose of Knowing.  相似文献   

13.
Growth and fixed mindsets have been linked to distinct effort beliefs, goals, and behaviours, creating a seemingly dichotomous pattern of motivation. Yet, students holding the same mindset are unlikely a homogenous group and may further differ in their motivational patterns. The current study employed a person-centred approach to investigate how mindsets and associated constructs naturally cohered and functioned together to influence student achievement. Data were collected from 535 English students (aged 14–16 years) on mindsets, effort beliefs, achievement goals, perseverance, and self-handicapping, along with their English and maths performance at the end of secondary school. Latent profile analyses revealed four distinct profiles. Across the profiles, students’ mindset co-varied with effort beliefs, mastery goals, perseverance, and self-handicapping, but the relationship between mindsets and performance goals was less straightforward. Two profiles supported the classic growth mindset–mastery goal (Growth-Focused) and fixed mindset–performance goal pairings (Ability-Focused). The other two profiles, however, displayed alternative combinations of mindsets and goals that had not been acknowledged in the past. Specifically, some growth mindset students embraced performance goals alongside mastery goals (Growth-Competitive), and some fixed mindset students did not endorse performance goals (Disengaged). The two growth-oriented profiles consistently performed well, and Growth-Competitive students even outperformed Growth-Focused students in maths. Compared to girls, boys were more often found in Ability-Focused and Disengaged profiles. The results indicate a nuanced set of relations between mindsets and achievement goals, highlighting the dynamic integration of motivational beliefs and goals within individuals.  相似文献   

14.
Despite the benefits of afterschool programs, we know very little about what motivates adolescents to attend and what costs they might associate with doing so. Situated expectancy-value theory (SEVT) proposes that expectancy for success, value, and cost perceptions are motivational beliefs that are important precursors to students’ engagement in such programs, and thus may shape the extent to which students can benefit from them. Accordingly, we examined profiles of expectancy, value, and cost beliefs associated with afterschool program participation in a sample of middle school students (N = 197) in an urban context. We then examined profiles for their relations to student demographics (gender, grade, race/ethnicity), achievement (English and Math grades), and program attendance. Latent profile analyses yielded three profiles: a moderate-low mixed motivation profile, a high cost and mixed motivation profile, and a positively motivated with moderate effort cost profile, thus uniquely contributing to the literature by describing the nature and incidence of how multiple motivational beliefs co-occur among groups of students in afterschool spaces. Subsequent analyses revealed that the positively motivated with moderate effort cost profile was associated with higher program attendance rates than the other two profiles. These results extend the theoretical knowledge base by exploring students’ expectancies, values, and costs in an informal educational context and have important implications for afterschool educators and policymakers.  相似文献   

15.
Since Perry first proposed that students’ beliefs about knowledge and knowing were an important aspect of learning, there has been a proliferation of models of epistemic cognition, and empirical studies of how epistemic cognition relates to learning. Unfortunately, the dominant means of measuring epistemic cognition, self-report instruments, have numerous psychometric problems. These problems prompted us to return to interview methods used by Perry and other seminal researchers, to investigate the degree to which current epistemic cognition models aligned with novices’ and experts’ cognition. Using an exploratory, multiple case qualitative design, we interviewed middle school students and university professors from two domains, biology and history. We found numerous ways in which the current conceptualizations and measures of beliefs about knowledge and knowing may need to be altered. Our recommendations range from the revision of item wordings to a complete rethinking of the very idea of domain-specificity in epistemic cognition research.  相似文献   

16.
This study explores the relationship between different types of prior knowledge and student achievement in an introductory chemistry course. Student achievement was regarded as the pace of completing the course as well as the final grade. A model of prior knowledge is proposed; this distinguishes between different types of prior knowledge and suggests how different types of prior knowledge should be assessed. The participants were 193 chemistry students from the University of Helsinki. Their prior knowledge was assessed with a questionnaire based on the prior knowledge model. The results indicate that the quality of prior knowledge is clearly reflected in the pace of completing the course and in the tendency to drop out of the course. Students who had deeper‐level prior knowledge were more likely to complete the course in the pre‐scheduled time and to get higher final grades, whereas students who performed lower in the prior knowledge test were more likely to either drop out or did not complete the course in pre‐scheduled time. The study implies that making a distinction between different types of prior knowledge is a potential way to identify students who are in need of more support.  相似文献   

17.
We investigated whether teachers’ judgments of students’ aptitude had reciprocal effects on students’ motivation and math grades. We expected that teachers’ judgments of students’ aptitude would predict students’ grades and motivation, and that teachers’ judgments would also be predicted by these two aspects. A sample of N = 519 elementary school students was investigated at four measurement occasions from the end of third until the end of fourth grade. Students reported their self-concepts and intrinsic task values in math. Teachers (N = 27) judged students’ aptitude in math and provided students’ math grades. Cross-lagged panel analyses revealed that students’ prior grades and prior self-concepts (but not intrinsic task values) had positive effects on teachers’ subsequent judgments of student aptitude. Also, teachers’ prior judgments of student aptitude predicted students’ subsequent grades but not motivation. The findings underscore the importance of teachers’ judgments for students’ achievement development and give insights into which students’ motivational variables influence teachers’ perceptions of students’ aptitude.  相似文献   

18.
This paper presents findings from a quasi-experimental study evaluating future teachers’ attitudes and beliefs in response to a cross-curricular university course on evolution and creation bridging biological and Christian theological perspectives. Based on previous findings, we hypothesized that a course providing learning opportunities for epistemic insight within this multidisciplinary arena might have effects on attitudes and beliefs relevant to the field. Hence, the main research question was the following: To what extent do student teachers’ attitudes and beliefs change by attending a cross-curricular course on evolution and creation intended to develop student teachers’ epistemic insight into the nature of science and into the relationship between science and theology? The answer from this quasi-experimental evaluation study (pre–post-design; test group n =?26, control group n =?24) is as follows: It depends upon the variable investigated! Pre–post-analysis using a repeated measures ANOVA revealed that the cross-curricular course integrating epistemic insight induced changes in creationist beliefs, in students’ perception of conflict, and in acceptance of evolution. In contrast, there was no effect on attitudes toward evolutionary theory, on attitudes toward the Biblical accounts of creation, or on scientistic beliefs. However, when student responses were analyzed individually, case-based evidence for belief change in students with scientistic positions emerged. Among the reasons for those different effects, we discuss conceptual differences between attitude and acceptance, features of the student teacher sample, and the particular content of the course explicitly addressing creationism but not scientism. In conclusion, the paper corroborates the role of epistemic insight in the multidisciplinary field of evolution and creation and provides initial evidence that epistemic insight possesses a particular potential concerning positions at both ends of the spectrum.  相似文献   

19.
Abstract

The authors investigated the influence of engaging in a problem-based learning unit on middle school students' epistemic beliefs, and how such students' epistemic beliefs and approaches to argumentation within and outside of their small groups related. Data sources include state science achievement test scores, epistemic beliefs pre- and posttests, videotaped class sessions, retrospective interviews, and pre- and post-cognitive interviews. Quantitative data were collected and analyzed from 59 students, while the qualitative subsample consisted of 15 students. Engaging in problem-based learning led to a significant effect on students' epistemic beliefs. The effect was of a large magnitude among high-achieving students, of a small magnitude among average-achieving students, and of a small negative magnitude among lower-achieving students. Students employed different approaches to generating and evaluating arguments in different ecosystems, including as small groups and in discussions with the teacher.  相似文献   

20.
The author discusses the results of a study about the effect of students' and instructional variables on satisfaction and achievement in a Web-based course. Results indicated that gender, age, learning styles, time spent on the course, and perceptions of student–student interactions, course activities, and asynchronous Web-based conferences were not related to satisfaction and learning outcomes. Those students who entered the course with better Cumulative Grade Point Average (CGPA) scores achieved higher final grades in the course, but did not express more satisfaction with the learning environment. Computer experience did not influence achievement but experienced computer users were more satisfied with the course. Students who perceived the student–instructor interactions positively felt that their discussion group had performed well during the conferences, and viewed the learning materials used in the conferences positively improved grades and were more satisfied with the course. Students expected instructor-led learning. There is a need to explicitly design an organising strategy to assist students in completing the problem-based learning processes during the Web-based conferences.  相似文献   

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