Assessing epistemic sophistication by considering domain-specific absolute and multiplicistic beliefs separately

British Journal of Educational Psychology

Volumn 86, Issue 2, 2016, Pages 204-221

  Peter, Johannes ^a   Rosman, Tom ^a   Mayer, Anne Kathrin ^a   Leichner, Nikolas ^a   Krampen, Günter ^a,b  

^a ZPID Leibniz Institute for Psychology Information   (Germany)

^b UNIVERSITY OF TRIER   (Germany)

Author keywords

Absolutism; Assessment; Epistemic beliefs; Evaluativism; Higher education; Multiplicism; Psychology students

Indexed keywords

ADULT; CULTURAL ANTHROPOLOGY; HUMAN; KNOWLEDGE; PSYCHOLOGY; STUDENT; THINKING; UNIVERSITY; YOUNG ADULT;

ADULT; CULTURE; HUMANS; KNOWLEDGE; STUDENTS; THINKING; UNIVERSITIES; YOUNG ADULT;

EID: 84952359738     PISSN: 00070998     EISSN: 20448279     Source Type: Journal    
DOI: 10.1111/bjep.12098     Document Type: Article

References (38)

1. Bråten, I., Ferguson, L. E., Strømsø, H. I., & Anmarkrud, Ø. (2013). Justification beliefs and multiple-documents comprehension. European Journal of Psychology of Education, 28, 879-902. doi:10.1007/s10212-012-0145-2
2. Bråten, I., Ferguson, L. E., Strømsø, H. I., & Anmarkrud, Ø. (2014). Students working with multiple conflicting documents on a scientific issue: Relations between epistemic cognition while reading and sourcing and argumentation in essays. British Journal of Educational Psychology, 84(1), 58-85. doi:10.1111/bjep.12005
3. 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
4. Cano, F. (2005). Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance. British Journal of Educational Psychology, 75, 203-221. doi:10.1348/000709904X22683
5. Conley, A. M., Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29, 186-204. doi:10.1016/j.cedpsych.2004.01.004
6. DeBacker, T. K., & Crowson, H. M. (2006). Influences on cognitive engagement: Epistemological beliefs and need for closure. British Journal of Educational Psychology, 76, 535-551. doi:10.1348/000709905x53138
7. diSessa, A. A., Elby, A., & Hammer, D. (2003). J's epistemological stance and strategies. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 239-290). Mahwah, NJ: Erlbaum.
8. Elby, A., & Hammer, D. (2001). On the substance of a sophisticated epistemology. Science Education, 85, 554-567. doi:10.1002/sce.1023
9. Elder, A. D. (2002). Characterizing fifth grade students' epistemological beliefs in science. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 347-364). Mahwah, NY: Erlbaum.
10. Field, A., Miles, J., & Field, Z. (2012). Discovering statistics using R. Los Angeles, CA: Sage.
11. Franco, G. M., Muis, K. R., Kendeou, P., Ranellucci, J., Sampasivam, L., & Wang, X. (2012). Examining the influences of epistemic beliefs and knowledge representations on cognitive processing and conceptual change when learning physics. Learning and Instruction, 22(1), 62-77. doi:10.1016/j.learninstruc.2011.06.003
12. Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25, 378-405. doi:10.1006/ceps.1999.1026
13. Hofer, B. K. (2001). Personal epistemology research: Implications for learning and teaching. Educational Psychology Review, 13, 353-383. doi:10.1023/A:1011965830686
14. Hofer, B. K., & Bendixen, L. D. (2012). Personal epistemology: Theory, research, and future directions. In K. R. Harris, S. Graham, T. Urdan, C. B. McCormick, G. M. Sinatra & J. Sweller (Eds.), APA educational psychology handbook: Vol. 1 - Theories, constructs, and critical issues (pp. 227-256). Washington, DC: American Psychological Association.
15. 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(1), 88-140. doi:10.2307/1170620
16. Kardash, C. M., & Howell, K. L. (2000). Effects of epistemological beliefs and topic-specific beliefs on undergraduates' cognitive and strategic processing of dual-positional text. Journal of Educational Psychology, 92, 524-535. doi:10.1037/0022-0663.92.3.524
17. Kenny, D. A., & McCoach, D. B. (2003). Effect of the number of variables on measures of fit in structural equation modeling. Structural Equation Modeling, 10, 333-351. doi:10.1207/s15328007sem1003_1
18. King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults (1st ed.). San Francisco, CA: Jossey-Bass.
19. King, P. M., & Kitchener, K. S. (2002). The reflective judgment model: Twenty years of research on epistemic cognition. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 37-62). Mahwah, NY: Erlbaum.
20. Kuhn, D. (1991). The skills of argument. Cambridge, UK: Cambridge University Press.
21. Kuhn, D., Cheney, R., & Weinstock, M. (2000). The development of epistemological understanding. Cognitive Development, 15, 309-328. doi:10.1016/s0885-2014(00)00030-7
22. Little, R. J. A., & Rubin, D. B. (2002). Statistical analysis with missing data (2nd ed.). Hoboken, NJ: Wiley.
23. Magolda, M. B. B. (2002). Epistemological reflection: The evolution of epistemological assumptions from age 18 to 30. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 89-102). Mahwah, NY: Erlbaum.
24. Muthén, L. K., & Muthén, B. O. (1998-2012). Mplus user's guide (7th ed.). Los Angeles, CA: Author.
25. Nussbaum, E. M., & Bendixen, L. D. (2003). Approaching and avoiding arguments: The role of epistemological beliefs, need for cognition, and extraverted personality traits. Contemporary Educational Psychology, 28, 573-595. doi:10.1016/S0361-476X(02)00062-0
26. Paulsen, M. B., & Wells, C. T. (1998). Domain differences in the epistemological beliefs of college students. Research in Higher Education, 39, 365-384. doi:10.1023/A:1018785219220
27. Phan, H. P. (2008). Predicting change in epistemological beliefs, reflective thinking and learning styles: A longitudinal study. British Journal of Educational Psychology, 78(1), 75-93. doi:10.1348/000709907x204354
28. Pieschl, S., Stahl, E., & Bromme, R. (2008). Epistemological beliefs and self-regulated learning with hypertext. Metacognition and Learning, 3(1), 17-37. doi:10.1007/s11409-007-9008-7
29. Rosman, T., Mayer, A.-K., Peter, J., & Krampen, G. (2015). Need for cognitive closure may impede the effectiveness of epistemic belief instruction. Manuscript submitted for publication.
30. Rubin, D. B. (2004). Multiple imputation for nonresponse in surveys. Hoboken, NJ: Wiley.
31. Schlink, S., & Walther, E. (2007). Kurz und gut: Eine deutsche Kurzskala zur Erfassung des Bedürfnisses nach kognitiver Geschlossenheit [A German short scale to measure need for cognitive closure]. Zeitschrift für Sozialpsychologie, 38, 153-161. doi:10.1024/0044-3514.38.3.153
32. 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
33. 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
34. Schommer, M. (1998). The influence of age and education on epistemological beliefs. British Journal of Educational Psychology, 68, 551-562. doi:10.1111/j.2044-8279.1998.tb01311.x
35. Stahl, E., & Bromme, R. (2007). The CAEB: An instrument for measuring connotative aspects of epistemological beliefs. Learning and Instruction, 17, 773-785. doi:10.1016/j.learninstruc.2007.09.016
36. Trautwein, U., & Lüdtke, O. (2007). Predicting global and topic-specific certainty beliefs: Domain-specificity and the role of the academic environment. British Journal of Educational Psychology, 77, 907-934. doi:10.1348/000709906x169012
37. Webster, D. M., & Kruglanski, A. W. (1994). Individual differences in need for cognitive closure. Journal of Personality and Social Psychology, 67, 1049-1062. doi:10.1037/0022-3514.67.6.1049
38. 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, NY: Erlbaum.