메뉴 건너뛰기




Volumn 72, Issue 3, 2009, Pages 289-306

Community college students' views on learning mathematics in terms of their epistemological beliefs: A Q method study

Author keywords

Community college; Mathematics beliefs; Mathematics instruction; Personal epistemology; Q methodology

Indexed keywords


EID: 84893687387     PISSN: 00131954     EISSN: 15730816     Source Type: Journal    
DOI: 10.1007/s10649-009-9192-2     Document Type: Article
Times cited : (17)

References (59)
  • 1
    • 84989052350 scopus 로고
    • Motivation and strategy use in science: Individual differences and classroom effects
    • doi: 10. 1002/tea. 3660310805
    • Anderman, E. M., & Young, A. J. (1994). Motivation and strategy use in science: Individual differences and classroom effects. Journal of Research in Science Teaching, 31, 811-831. doi: 10. 1002/tea. 3660310805.
    • (1994) Journal of Research in Science Teaching , vol.31 , pp. 811-831
    • Anderman, E.M.1    Young, A.J.2
  • 2
    • 1842564044 scopus 로고    scopus 로고
    • Evolution of a constructivist conceptualization of epistemological reflection
    • doi: 10. 1207/s15326985ep3901_4
    • Baxter Magolda, M. B. (2004). Evolution of a constructivist conceptualization of epistemological reflection. Educational Psychologist, 39, 31-42. doi: 10. 1207/s15326985ep3901_4.
    • (2004) Educational Psychologist , vol.39 , pp. 31-42
    • Baxter Magolda, M.B.1
  • 5
    • 79959821871 scopus 로고    scopus 로고
    • Developing relational epistemology through relational pedagogy: New ways of thinking about personal epistemology in teacher education
    • In M.S. Khine (Ed.),. New York: Springer
    • Brownlee, J., & Berthelsen, D. (2008). Developing relational epistemology through relational pedagogy: New ways of thinking about personal epistemology in teacher education. In M. S. Khine (Ed.), Knowing, knowledge and beliefs: Epistemological studies (pp. 405-422). New York: Springer.
    • (2008) Knowing, knowledge and beliefs: Epistemological studies , pp. 405-422
    • Brownlee, J.1    Berthelsen, D.2
  • 6
    • 0036052319 scopus 로고    scopus 로고
    • Beliefs about schooled knowledge: Domain specific or domain general?
    • doi: 10. 1006/ceps. 2001. 1103
    • Buehl, M. M., Alexander, P. A., & Murphy, P. K. (2002). Beliefs about schooled knowledge: Domain specific or domain general? Contemporary Educational Psychology, 27, 415-449. doi: 10. 1006/ceps. 2001. 1103.
    • (2002) Contemporary Educational Psychology , vol.27 , pp. 415-449
    • Buehl, M.M.1    Alexander, P.A.2    Murphy, P.K.3
  • 7
    • 23044507833 scopus 로고    scopus 로고
    • The relationship between teacher and student beliefs about mathematics
    • Carter, G., & Norwood, K. S. (1997). The relationship between teacher and student beliefs about mathematics. School Science and Mathematics, 97, 62-67.
    • (1997) School Science and Mathematics , vol.97 , pp. 62-67
    • Carter, G.1    Norwood, K.S.2
  • 9
    • 58149372679 scopus 로고
    • A social-cognitive approach to motivation and personality
    • doi: 10. 1037/0033-295X. 95. 2. 256
    • Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273. doi: 10. 1037/0033-295X. 95. 2. 256.
    • (1988) Psychological Review , vol.95 , pp. 256-273
    • Dweck, C.S.1    Leggett, E.L.2
  • 10
    • 2142780743 scopus 로고    scopus 로고
    • Math-abused students: Are we prepared to teach them?
    • Fiore, G. (1999). Math-abused students: Are we prepared to teach them? Mathematics Teacher, 92, 403-407.
    • (1999) Mathematics Teacher , vol.92 , pp. 403-407
    • Fiore, G.1
  • 11
    • 0002909040 scopus 로고
    • Problem solving and mathematical beliefs
    • Frank, M. L. (1988). Problem solving and mathematical beliefs. The Arithmetic Teacher, 35, 32-34.
    • (1988) The Arithmetic Teacher , vol.35 , pp. 32-34
    • Frank, M.L.1
  • 12
    • 21444451370 scopus 로고    scopus 로고
    • Young children's perceptions of mathematics in problem-solving environments
    • doi: 10. 2307/749661
    • Franke, M. L., & Carey, D. A. (1997). Young children's perceptions of mathematics in problem-solving environments. Journal for Research in Mathematics Education, 28, 8-25. doi: 10. 2307/749661.
    • (1997) Journal for Research in Mathematics Education , vol.28 , pp. 8-25
    • Franke, M.L.1    Carey, D.A.2
  • 13
    • 0033413272 scopus 로고    scopus 로고
    • What is a standards-based mathematics curriculum?
    • Goldsmith, L. T., & Mark, J. (1999). What is a standards-based mathematics curriculum? Educational Leadership, 57(3), 40-44.
    • (1999) Educational Leadership , vol.57 , Issue.3 , pp. 40-44
    • Goldsmith, L.T.1    Mark, J.2
  • 14
    • 0042071972 scopus 로고    scopus 로고
    • Instructional context in the college mathematics classroom: Epistemological beliefs and student motivation
    • Hofer, B. K. (1999). Instructional context in the college mathematics classroom: Epistemological beliefs and student motivation. Journal of Staff, Program, and Organizational Development, 16, 73-82.
    • (1999) Journal of Staff, Program, and Organizational Development , vol.16 , pp. 73-82
    • Hofer, B.K.1
  • 15
    • 0000582040 scopus 로고    scopus 로고
    • Dimensionality and disciplinary differences in personal epistemology
    • doi: 10. 1006/ceps. 1999. 1026
    • Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25, 378-405. doi: 10. 1006/ceps. 1999. 1026.
    • (2000) Contemporary Educational Psychology , vol.25 , pp. 378-405
    • Hofer, B.K.1
  • 16
    • 0031514189 scopus 로고    scopus 로고
    • The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning
    • Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88-140.
    • (1997) Review of Educational Research , vol.67 , pp. 88-140
    • Hofer, B.K.1    Pintrich, P.R.2
  • 17
    • 0346714511 scopus 로고    scopus 로고
    • The role of instructors in creating math anxiety in students from kindergarten through college
    • Jackson, C. D., & Leffingwell, R. J. (1999). The role of instructors in creating math anxiety in students from kindergarten through college. Mathematics Teacher, 92, 583-587.
    • (1999) Mathematics Teacher , vol.92 , pp. 583-587
    • Jackson, C.D.1    Leffingwell, R.J.2
  • 18
    • 0003099917 scopus 로고
    • Schooling and students' epistemological beliefs about learning
    • doi: 10. 1006/ceps. 1993. 1004
    • Jehng, J. J., Johnson, S. D., & Anderson, R. C. (1993). Schooling and students' epistemological beliefs about learning. Contemporary Educational Psychology, 18, 23-35. doi: 10. 1006/ceps. 1993. 1004.
    • (1993) Contemporary Educational Psychology , vol.18 , pp. 23-35
    • Jehng, J.J.1    Johnson, S.D.2    Anderson, R.C.3
  • 19
    • 1842459476 scopus 로고    scopus 로고
    • Reflective judgment: Theory and research on the development of epistemic assumptions through adulthood
    • doi: 10. 1207/s15326985ep3901_2
    • King, P. M., & Kitchener, K. S. (2004). Reflective judgment: Theory and research on the development of epistemic assumptions through adulthood. Educational Psychologist, 39, 5-18. doi: 10. 1207/s15326985ep3901_2.
    • (2004) Educational Psychologist , vol.39 , pp. 5-18
    • King, P.M.1    Kitchener, K.S.2
  • 20
    • 33750342700 scopus 로고    scopus 로고
    • Beliefs about mathematics and mathematics learning in the secondary school: Measurement and implications for motivation
    • In G.C. Leder, E. Pehkonen, & G. Torner (Eds.),. Norwell, MA: Kluwer
    • Kloosterman, P. (2002). Beliefs about mathematics and mathematics learning in the secondary school: Measurement and implications for motivation. In G. C. Leder, E. Pehkonen, & G. Torner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 13-37). Norwell, MA: Kluwer.
    • (2002) Beliefs: A hidden variable in mathematics education? , pp. 13-37
    • Kloosterman, P.1
  • 21
    • 0035222026 scopus 로고    scopus 로고
    • How do people know?
    • doi: 10. 1111/1467-9280. 00302
    • Kuhn, D. (2001). How do people know? Psychological Science, 12, 1-8. doi: 10. 1111/1467-9280. 00302.
    • (2001) Psychological Science , vol.12 , pp. 1-8
    • Kuhn, D.1
  • 22
    • 0842333771 scopus 로고    scopus 로고
    • Control decisions and personal beliefs: Their effect on solving mathematical problems
    • doi: 10. 1016/j. jmathb. 2003. 12. 002
    • Lerch, C. M. (2004). Control decisions and personal beliefs: Their effect on solving mathematical problems. The Journal of Mathematical Behavior, 23, 21-36. doi: 10. 1016/j. jmathb. 2003. 12. 002.
    • (2004) The Journal of Mathematical Behavior , vol.23 , pp. 21-36
    • Lerch, C.M.1
  • 23
    • 33845194382 scopus 로고    scopus 로고
    • Traditional or standards-based mathematics? The choices of students and parents in one district
    • Lubienski, S. T. (2004). Traditional or standards-based mathematics? The choices of students and parents in one district. Journal of Curriculum and Supervision, 19, 338-365.
    • (2004) Journal of Curriculum and Supervision , vol.19 , pp. 338-365
    • Lubienski, S.T.1
  • 25
    • 21844526843 scopus 로고
    • Research on affect and mathematics learning in the JRME: 1970 to the present
    • doi: 10. 2307/749576
    • McLeod, D. B. (1994). Research on affect and mathematics learning in the JRME: 1970 to the present. Journal for Research in Mathematics Education, 25, 637-647. doi: 10. 2307/749576.
    • (1994) Journal for Research in Mathematics Education , vol.25 , pp. 637-647
    • McLeod, D.B.1
  • 26
    • 0000519976 scopus 로고
    • Students' goal orientations and cognitive engagement in classroom activities
    • doi: 10. 1037/0022-0663. 80. 4. 514
    • Meece, J. L., Blumefeld, P. C., & Hoyle, R. H. (1988). Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523. doi: 10. 1037/0022-0663. 80. 4. 514.
    • (1988) Journal of Educational Psychology , vol.80 , pp. 514-523
    • Meece, J.L.1    Blumefeld, P.C.2    Hoyle, R.H.3
  • 27
    • 0000693789 scopus 로고    scopus 로고
    • The development and validation of scales assessing students' achievement goal orientations
    • doi: 10. 1006/ceps. 1998. 0965
    • Midgley, C., Kaplan, A., Middleton, M., Maehr, M. L., Urdan, T., Anderman, L. H., et al. (1998). The development and validation of scales assessing students' achievement goal orientations. Contemporary Educational Psychology, 23, 113-131. doi: 10. 1006/ceps. 1998. 0965.
    • (1998) Contemporary Educational Psychology , vol.23 , pp. 113-131
    • Midgley, C.1    Kaplan, A.2    Middleton, M.3    Maehr, M.L.4    Urdan, T.5    Anderman, L.H.6
  • 28
    • 84973744377 scopus 로고
    • Beliefs about mathematics: An overlooked aspect of student difficulties
    • Mtetwa, D., & Garofalo, J. (1989). Beliefs about mathematics: An overlooked aspect of student difficulties. Academic Therapy, 24, 611-618.
    • (1989) Academic Therapy , vol.24 , pp. 611-618
    • Mtetwa, D.1    Garofalo, J.2
  • 29
    • 10044270855 scopus 로고    scopus 로고
    • Personal epistemology and mathematics: A critical review and synthesis of research
    • doi: 10. 3102/00346543074003317
    • Muis, K. R. (2004). Personal epistemology and mathematics: A critical review and synthesis of research. Review of Educational Research, 74, 317-377. doi: 10. 3102/00346543074003317.
    • (2004) Review of Educational Research , vol.74 , pp. 317-377
    • Muis, K.R.1
  • 30
    • 0003865799 scopus 로고    scopus 로고
    • National Council of Teachers of Mathematics, Reston, VA: National Council of Teachers of Mathematics
    • National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: National Council of Teachers of Mathematics.
    • (2000) Principles and standards for school mathematics
  • 31
    • 40749152068 scopus 로고
    • The effect of instructional approach on mathematics anxiety and achievement
    • Norwood, K. S. (1994). The effect of instructional approach on mathematics anxiety and achievement. School Science and Achievement, 94, 248-255.
    • (1994) School Science and Achievement , vol.94 , pp. 248-255
    • Norwood, K.S.1
  • 32
    • 33750606662 scopus 로고    scopus 로고
    • Teachers' beliefs and practices within and across domains
    • doi: 10. 1016/j. ijer. 2006. 08. 005
    • Olafson, L., & Schraw, G. (2006). Teachers' beliefs and practices within and across domains. International Journal of Educational Research, 45, 71-84. doi: 10. 1016/j. ijer. 2006. 08. 005.
    • (2006) International Journal of Educational Research , vol.45 , pp. 71-84
    • Olafson, L.1    Schraw, G.2
  • 33
    • 33750300216 scopus 로고    scopus 로고
    • Framing students' mathematics-related beliefs
    • In G. Leder, E. Pehkonen, & G. Torner (Eds.),. Norwell, MA: Kluwer
    • Op'T Eynde, P., De Corte, E., & Verschaffel, L. (2002). Framing students' mathematics-related beliefs. In G. Leder, E. Pehkonen, & G. Torner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 13-37). Norwell, MA: Kluwer.
    • (2002) Beliefs: A hidden variable in mathematics education? , pp. 13-37
    • Eynde, O.T.P.1    De Corte, E.2    Verschaffel, L.3
  • 34
    • 33750618771 scopus 로고    scopus 로고
    • Epistemic dimensions of students' mathematicsrelated belief systems
    • doi: 10. 1016/j. ijer. 2006. 08. 004
    • Op'T Eynde, P., De Corte, E., & Verschaffel, L. (2006). Epistemic dimensions of students' mathematicsrelated belief systems. International Journal of Educational Research, 45, 57-70. doi: 10. 1016/j. ijer. 2006. 08. 004.
    • (2006) International Journal of Educational Research , vol.45 , pp. 57-70
    • Eynde, O.T.P.1    De Corte, E.2    Verschaffel, L.3
  • 36
    • 84970302232 scopus 로고
    • The NCTM standards and community colleges: Opportunities and challenges
    • doi: 10. 1177/009155219502300104
    • Prichard, G. R. (1995). The NCTM standards and community colleges: Opportunities and challenges. Community College Review, 23, 23-33. doi: 10. 1177/009155219502300104.
    • (1995) Community College Review , vol.23 , pp. 23-33
    • Prichard, G.R.1
  • 37
    • 21844510692 scopus 로고
    • Role of epistemological beliefs and learned helplessness in secondary school students' learning science concepts from text
    • doi: 10. 1037/0022-0663. 87. 2. 282
    • Qian, G., & Alvermann, D. (1995). Role of epistemological beliefs and learned helplessness in secondary school students' learning science concepts from text. Journal of Educational Psychology, 87, 282-292. doi: 10. 1037/0022-0663. 87. 2. 282.
    • (1995) Journal of Educational Psychology , vol.87 , pp. 282-292
    • Qian, G.1    Alvermann, D.2
  • 38
    • 0345985498 scopus 로고
    • Why we didn't like mathematics, and why we can't do it
    • doi: 10. 1080/0013188880300206
    • Quilter, D., & Harper, E. (1988). Why we didn't like mathematics, and why we can't do it. Educational Research, 30, 121-134. doi: 10. 1080/0013188880300206.
    • (1988) Educational Research , vol.30 , pp. 121-134
    • Quilter, D.1    Harper, E.2
  • 39
    • 0035600229 scopus 로고    scopus 로고
    • The impact of two standards-based mathematics curricula on student achievement in Massachusetts
    • doi: 10. 2307/749700
    • Riordan, J. E., & Noyce, P. E. (2001). The impact of two standards-based mathematics curricula on student achievement in Massachusetts. Journal for Research in Mathematics Education, 32, 368-391. doi: 10. 2307/749700.
    • (2001) Journal for Research in Mathematics Education , vol.32 , pp. 368-391
    • Riordan, J.E.1    Noyce, P.E.2
  • 40
    • 33748335068 scopus 로고
    • A structural analysis of students' epistemic views
    • doi: 10. 1007/BF01284530
    • Ruthven, K., & Coe, R. (1994). A structural analysis of students' epistemic views. Educational Studies in Mathematics, 27, 101-109. doi: 10. 1007/BF01284530.
    • (1994) Educational Studies in Mathematics , vol.27 , pp. 101-109
    • Ruthven, K.1    Coe, R.2
  • 41
    • 78651241383 scopus 로고
    • When good teaching leads to bad results: The disasters of "well-taught" mathematics courses
    • doi: 10. 1207/s15326985ep2302_5
    • Schoenfeld, A. H. (1988). When good teaching leads to bad results: The disasters of "well-taught" mathematics courses. Educational Psychologist, 23, 145-166. doi: 10. 1207/s15326985ep2302_5.
    • (1988) Educational Psychologist , vol.23 , pp. 145-166
    • Schoenfeld, A.H.1
  • 42
    • 0000802634 scopus 로고
    • Explorations of students' mathematical beliefs and behavior
    • doi: 10. 2307/749440
    • Schoenfeld, A. H. (1989). Explorations of students' mathematical beliefs and behavior. Journal for Research in Mathematics Education, 20, 338-355. doi: 10. 2307/749440.
    • (1989) Journal for Research in Mathematics Education , vol.20 , pp. 338-355
    • Schoenfeld, A.H.1
  • 43
    • 0742305959 scopus 로고    scopus 로고
    • The math wars
    • doi: 10. 1177/0895904803260042
    • Schoenfeld, A. H. (2004). The math wars. Educational Policy, 18, 253-286. doi: 10. 1177/0895904803260042.
    • (2004) Educational Policy , vol.18 , pp. 253-286
    • Schoenfeld, A.H.1
  • 44
    • 33847616261 scopus 로고
    • Effects of beliefs about the nature of knowledge on comprehension
    • doi: 10. 1037/0022-0663. 82. 3. 498
    • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498-504. doi: 10. 1037/0022-0663. 82. 3. 498.
    • (1990) Journal of Educational Psychology , vol.82 , pp. 498-504
    • Schommer, M.1
  • 45
    • 21144479482 scopus 로고
    • Epistemological development and academic performance among secondary students
    • doi: 10. 1037/0022-0663. 85. 3. 406
    • Schommer, M. (1993). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85, 406-411. doi: 10. 1037/0022-0663. 85. 3. 406.
    • (1993) Journal of Educational Psychology , vol.85 , pp. 406-411
    • Schommer, M.1
  • 46
    • 0032265595 scopus 로고    scopus 로고
    • The influence of age and education on epistemological beliefs
    • Schommer, M. (1998). The influence of age and education on epistemological beliefs. The British Journal of Educational Psychology, 68, 551-562.
    • (1998) The British Journal of Educational Psychology , vol.68 , pp. 551-562
    • Schommer, M.1
  • 47
    • 84917502866 scopus 로고    scopus 로고
    • An evolving theoretical framework for an epistemological belief system
    • In B.K. Hofer, & P.R. Pintrich (Eds.),. Mahwah, NJ: Erlbaum
    • Schommer-Aikins, M. (2002). An evolving theoretical framework for an epistemological belief system. In B. K. Hofer, & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 103-118). Mahwah, NJ: Erlbaum.
    • (2002) Personal epistemology: The psychology of beliefs about knowledge and knowing , pp. 103-118
    • Schommer-Aikins, M.1
  • 48
    • 77955351259 scopus 로고    scopus 로고
    • Applying the theory of an epistemological belief system to the investigation of students' and professors' mathematical beliefs
    • In M.S. Khine (Ed.),. New York: Springer
    • Schommer-Aikins, M. (2008). Applying the theory of an epistemological belief system to the investigation of students' and professors' mathematical beliefs. In M. S. Khine (Ed.), Knowing, knowledge and beliefs: Epistemological studies (pp. 303-323). New York: Springer.
    • (2008) Knowing, knowledge and beliefs: Epistemological studies , pp. 303-323
    • Schommer-Aikins, M.1
  • 49
    • 12944314807 scopus 로고    scopus 로고
    • Epistemological beliefs, mathematical problemsolving beliefs, and academic performance of middle school students
    • doi: 10. 1086/428745
    • Schommer-Aikins, M., Duell, O. K., & Hutter, R. (2005). Epistemological beliefs, mathematical problemsolving beliefs, and academic performance of middle school students. The Elementary School Journal, 105, 289-304. doi: 10. 1086/428745.
    • (2005) The Elementary School Journal , vol.105 , pp. 289-304
    • Schommer-Aikins, M.1    Duell, O.K.2    Hutter, R.3
  • 50
    • 21144463534 scopus 로고
    • Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so
    • doi: 10. 1037/0022-0663. 84. 4. 435
    • Schommer, M., Crouse, A., & Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology, 84, 435-443. doi: 10. 1037/0022-0663. 84. 4. 435.
    • (1992) Journal of Educational Psychology , vol.84 , pp. 435-443
    • Schommer, M.1    Crouse, A.2    Rhodes, N.3
  • 51
    • 21844503124 scopus 로고
    • Are epistemological beliefs similar across domains?
    • doi: 10. 1037/0022-0663. 87. 3. 424
    • Schommer, M., & Walker, K. (1995). Are epistemological beliefs similar across domains? Journal of Educational Psychology, 87, 424-432. doi: 10. 1037/0022-0663. 87. 3. 424.
    • (1995) Journal of Educational Psychology , vol.87 , pp. 424-432
    • Schommer, M.1    Walker, K.2
  • 57
    • 0000139254 scopus 로고    scopus 로고
    • Using computer simulations to enhance conceptual change: The roles of constructivist instruction and student epistemological beliefs
    • doi: 10. 1002/(SICI)1098-2736(199802)35: 2<145:: AID-TEA5>3. 0. CO; 2-S
    • Windschitle, M., & Andre, T. (1998). Using computer simulations to enhance conceptual change: The roles of constructivist instruction and student epistemological beliefs. Journal of Research in Science Teaching, 35, 145-160. doi: 10. 1002/(SICI)1098-2736(199802)35: 2<145:: AID-TEA5>3. 0. CO; 2-S.
    • (1998) Journal of Research in Science Teaching , vol.35 , pp. 145-160
    • Windschitle, M.1    Andre, T.2
  • 58
    • 2942597517 scopus 로고    scopus 로고
    • Advancing achievement goal theory: Using goal structures and goal orientations to predict students' motivation, cognition, and achievement
    • doi: 10. 1037/0022-0663. 96. 2. 236
    • Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students' motivation, cognition, and achievement. Journal of Educational Psychology, 96, 236-250. doi: 10. 1037/0022-0663. 96. 2. 236.
    • (2004) Journal of Educational Psychology , vol.96 , pp. 236-250
    • Wolters, C.A.1
  • 59
    • 84917452885 scopus 로고    scopus 로고
    • Critical elements in the design and analysis of studies of epistemology
    • In B.K. Hofer, & P.R. Pintrich (Eds.),. Mahwah, NJ: Erlbaum
    • Wood, P., & Kardash, C. (2002). Critical elements in the design and analysis of studies of epistemology. In B. K. Hofer, & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 231-260). Mahwah, NJ: Erlbaum.
    • (2002) Personal epistemology: The psychology of beliefs about knowledge and knowing , pp. 231-260
    • Wood, P.1    Kardash, C.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.