The influence of college students' epistemological style on selected problem-solving processes |
| |
| Authors: | William K Wilkinson Susanna Maxwell |
| |
| Institution: | (1) Northern Arizona University, USA;(2) Department of Counseling and Educational Psychology, New Mexico State University, Box 3CEP, 88003-0001 Las Cruces, NM |
| |
| Abstract: | Given the paucity of data supporting college students' epistemological style as an educationally relevant construct, we examined the degree to which individual differences in this style were predictive of various cognitive processing activities adopted to several problem-solving tasks. Twenty-two college subjects from each of three different epistemological groups—dualistic, multiplistic, and relativistic—were randomly selected to complete both a syllogism and Ink Blot problem-solving task. The results showed that the three epistemological groups reliably differed in how they mentally organized the ink blot stimuli, but not the syllogism problems. The findings are discussed as supporting the notion that the epistemology construct is an educationally salient source of individual differences, especially when performance tasks are ambiguous and ill-defined. |
| |
| Keywords: | |
| 本文献已被 SpringerLink 等数据库收录！ |
|
