Epistemic profiles and self-regulated learning: Examining relations in the context of mathematics problem solving

Contemporary Educational Psychology

Volumn 33, Issue 2, 2008, Pages 177-208

  Muis, Krista R ^a  

^a MCGILL UNIVERSITY   (Canada)

Author keywords

Epistemic profiles; Mathematics problem solving; Self regulated learning

Indexed keywords

EID: 40749085683     PISSN: 0361476X     EISSN: 10902384     Source Type: Journal    
DOI: 10.1016/j.cedpsych.2006.10.012     Document Type: Article

References (69)

1. Armstrong D.M. Perception and the physical world (1961), Routledge & Kegan Paul, London
2. Arner D.G. Perception, reason, and knowledge: An introduction to epistemology (1972), Scott, Foresman and Company, Glenview, IL
3. Bandura A. Self-efficacy: The exercise of control (1997), W.H. Freeman and Company, New York NY
4. Bentler, P. M., & Wu, E. J. C. (1995). EQS for Windows: User's guide. Encino, CA: Multivariate Software, Inc.
5. Bookman J. An expert novice study of metacognitive behavior in four types of mathematics problems. Primus 3 (1993) 284-314
6. Botzum W.A. A factorial validity study of the reasoning and closure factors. Psychometrika 16 (1951) 361-386
7. Brown A., Bransford J., Ferrara R., and Campione J. Learning, remembering, and understanding. In: Mussen P., Flavell J., and Markman E. (Eds). Handbook of child psychology. Cognitive Development Vol. 3 (1983), Wiley, New York 77-166
8. Buehl M.M., and Alexander P.A. Beliefs about academic knowledge. Educational Psychology Review 13 (2001) 385-417
9. Butler D., and Winne P.H. Feedback as self-regulated learning: A theoretical synthesis. Review of Educational Research 65 (1995) 245-281
10. Byrne, B. M. (2001). Structural equation modeling with LISREL, PRELIS, and SIMPLIS. NJ: Lawrence Erlbaum Associates.
11. Cano F. Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance. British Journal of Educational Psychology 75 (2005) 203-221
12. Carr M., and Biddlecomb B. Metacognition in mathematics from a constructivist perspective. In: Hacker D.J., Dunlosky J., and Graesser A.C. (Eds). Metacognition in educational theory and practice (1998), Lawrence Erlbaum Associates, Mahwah, NJ 69-91
13. Cassirer E. Philosophy of symbolic forms Vol. I (1953), Yale University Press, New Haven, CT
14. Cattell R.B. Theory of fluid and crystallized intelligence: A critical experiment. Journal of Educational Psychology 54 (1963) 1-22
15. Cattell R.B. Abilities: Their structure, growth and action (1971), Houghton, Mifflin, Boston, MA
16. Dalh T.I., Bals M., and Turi A.L. Are students' beliefs about knowledge and learning associated with their reported use of learning strategies?. British Journal of Educational Psychology 75 (2005) 257-273
17. Ericsson K.A., and Simon H.A. Protocol analysis: Verbal reports as data (1993), The MIT Press, Cambridge, MA
18. Flavell J.H. Metacognitive aspects of problem solving. In: Resnick L. (Ed). The nature of intelligence (1976), Erbaum, Hillsdale, NJ 231-235
19. Garofalo J., and Lester F.K. Metacognition, cognitive monitoring, and mathematical performance. Journal for Research in Mathematics Education 16 (1985) 163-176
20. Hamlyn D.W. The psychology of perception (1957), Springer, Routledge & Kegan Paul
21. Hofer B.K. Epistemological understanding as a metacognitive process: Thinking aloud during online searching. Educational Psychologist 39 (2004) 43-55
22. Hofer B.K., and Pintrich P.R. The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research 67 (1997) 88-140
23. Horn J.L., and Bramble W.J. Second order ability structure revealed in rights and wrongs scores. Journal of Educational Psychology 58 (1967) 115-122
24. Horn J.L., and Cattell R.B. Age differences in primary mental abilities. Journal of Gerontology 21 (1966) 210-220
25. Horn J.L., and Cattell R.B. Refinement and test of the theory of fluid and crystallized intelligence. Journal of Educational Psychology 57 (1966) 253-270
26. Langer S.K. On Cassirer's theory of language and myth. In: Schlipp P.A. (Ed). The philosophy of Ernst Cassirer (1949), Springer, Tudor
27. Lester, F. K., & Garofalo, J. (1987). The influence of affects, beliefs, and metacognition on problem solving behavior: Some tentative speculations. Paper presented at The Annual Meeting of the American Educational Research Association, Washington, DC.
28. Mevarech Z.R., and Kramarski R. IMPROVE: A multidimensional method for teaching mathematics in heterogeneous classrooms. American Educational Research Journal 34 (1997) 365-394
29. Muis K.R. Personal epistemology and mathematics: A critical review and synthesis of research. Review of Educational Research 74 (2004) 317-377
30. Muis K.R., Bendixen L.D., and Haerle F. Domain-generality and domain-specificity in personal epistemology research: Philosophical and empirical reflections in the development of a theoretical framework. Educational Psychology Review 18 1 (2006) 3-54
31. National Science Board (2000). Principles and standards for school mathematics. Reston, VA: National Council for Teachers of Mathematics, Inc.
32. National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: Author.
33. Peirce C.S. Collected papers Vols. I-VI (1934), Harvard University Press, Cambridge
34. Perry Jr. W.G. Forms of intellectual and ethical development in the college years: A scheme (1970), Holt, Rinehart and Winston, New York
35. Pintrich P.R. Future challenges and directions for theory and research on personal epistemology. In: Hofer B.K., and Pintrich P.R. (Eds). Personal epistemology: The psychology of beliefs about knowledge and knowing (2002), Lawrence Erlbaum Associates, Mahwah, NJ 389-414
36. Pintrich P.R., Smith D.A., Garcia T., and McKeachie W.J. A manual for the use of the motivated strategies for learning questionnaire (MSLQ) (1991), University of Michigan, Ann Arbor, MI
37. Polanyi M. Personal knowledge (1958), University of Chicago Press, Chicago
38. Pólya G. How to solve it. 2nd ed. (1957), Doubleday, New York
39. Pressley M., and Ghatala E.S. Self-regulated learning: Monitoring learning from text. Educational Psychologist 25 (1990) 19-34
40. Rossman B.B., and Horn J.L. Cognitive, motivational and temperamental indicants of creativity and intelligence. Journal of Educational Measurement 9 (1972) 265-286
41. Royce J.R. The search for meaning. American Scientist 47 (1959) 515-535
42. Royce J.R. The encapsulated man. An interdisciplinary essay on the search for meaning (1964), Van Nostrand, Princeton, NJ
43. Royce J.R. Metaphoric knowledge and humanistic psychology. In: Bugental J.T.F. (Ed). Challenges of humanistic psychology (1967), McGraw-Hill, New York, NY 21-28
44. Royce J.R. Cognition and knowledge: Psychological epistemology. In: Carterette E.C., and Friedman M.F. (Eds). Handbook of perception. Historical and philosophical roots to perception Vol. 1 (1974), Academic Press, New York, NY 149-176
45. Royce J.R. Three ways of knowing and the scientific world view. Methodology and Science 11 (1978) 146-164
46. Royce J.R. Psychological epistemology. Methodology and Science 16 (1983) 164-180
47. Royce, J. R., & Mos, L. P. (1980). Manual: Psycho-epistemological profile. Center for advanced study in theoretical psychology. University of Alberta.
48. Royce J.R., and Rozeboom W.W. The psychology of knowing (1972), Gordon & Breach, New York, NY
49. Royce J.R., and Smith W.A.S. A note of the development of the Psycho-epistemological Profile (PEP). Psychological Reports 14 (1964) 297-298
50. Ryan M.P. Monitoring text comprehension: Individual differences in epistemological standards. Journal of Educational Psychology 76 (1984) 248-258
51. Schoenfeld A.H. Expert and novice mathematical problem solving. Final project report and Appendices B-H (1982), Hamilton College, Clinton, NY
52. Schoenfeld A.H. Mathematical problem solving (1985), Academic Press, New York
53. Schoenfeld A.H. Confessions of an accidental theorist. For the Learning of Mathematics - An International Journal of Mathematics Education 7 (1987) 30-38
54. Schommer M. Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology 82 (1990) 498-504
55. Schommer M. The role of adults' beliefs about knowledge in school, work, and everyday life. In: Smith M.C., and Pourchot T. (Eds). Adult learning and development: Perspectives from educational psychology (1998), Lawrence Erlbaum Associates, Mahwah, NJ 127-143
56. Schommer M., Crouse A., and Rhodes N. Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology 84 (1992) 435-443
57. Schopflocher, D., & Royce, J. R. (1978). An item factor analysis of the psycho-epistemological profile. Unpublished Honors Thesis, University of Alberta, Edmonton, Alberta, Canada.
58. Smith W.A.S., Royce J.R., Ayers D., and Jones B. Development of an inventory to measure ways of knowing. Psychological Reports 21 (1967) 529-535
59. Swanson H.L. Influence of metacognitive knowledge and aptitude on problem solving. Journal of Educational Psychology 82 (1990) 306-314
60. Swing S., and Peterson P. Elaborative and integrative thought processes in mathematics learning. Journal of Educational Psychology 80 (1988) 54-66
61. Tabachnick B.G., and Fidell L.S. Using multivariate statistics. 4th ed. (2001), Harper Collins, New York
62. van Hiele P.M. How can one account for the mental levels of thinking in math class?. Educational Studies in Mathematics 7 (1976) 157-159
63. Walroff C.E. Philosophical theory and psychological fact (1961), University of Arizona Press, Tuscon, AZ
64. Winne P.H. Self-regulated learning viewed from models of information processing. In: Zimmerman B.J., and Schunk D.H. (Eds). Self-regulated learning and academic achievement: Theoretical perspectives. 2nd ed. (2001), Erlbaum, Hillsdale, NJ 153-189
65. Winne P.H., and Hadwin A.F. Studying as self-regulated learning. In: Hacker D.J., Dunlosky J., and Graesser A.C. (Eds). Metacognition in educational theory and practice (1998), Erlbaum, Hillsdale, NJ 277-304
66. Winne P.H., Jamieson-Noel D., and Muis K. Methodological issues and advances in researching tactics, strategies, and self-regulated learning. In: Pintrich P.R., and Maehr M.L. (Eds). Advances in motivation and achievement: New directions in measures and methods Vol. 12 (2002), JAI Press, Greenwich, CT 121-155
67. Winne, P. H., Jamieson-Noel, D. L., & Muis, K. R. (April, 2002b). Calibration of self- reports about study tactics and achievement. Paper presented at the annual meeting of the American Psychological Association, Chicago, IL.
68. Winne P.H., and Perry N.E. Measuring self-regulated learning. In: Boekaerts M., Pintrich P.R., and Zeidner M. (Eds). Handbook of self-regulation (2000), Academic Press, Orlando, FL 531-566
69. Zimmerman B.J. Self-regulated learning and academic achievement: An overview. Educational Psychologist 21 (1990) 3-18