Article2005

Ways of Knowing and Epistemological Beliefs: Combined effect on academic performance

Marlene A. Schommer-Aikins · Marilyn E. Easter

155 citations0/0 files storedEducational Psychology

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Educational Strategies and Epistemologies Education, Achievement, and Giftedness Learning Styles and Cognitive Differences

Abstract

To obtain a more complete understanding of personal epistemology this study examines two epistemic paradigms – ways of knowing (specifically connected knowing and separate knowing) and epistemological beliefs (specifically beliefs about knowledge structure, knowledge stability, learning speed, and learning ability). Participants were 107 college students who completed questionnaires that assessed ways of knowing and epistemological beliefs. Multivariate analysis of variance revealed that men score significantly higher on separate knowing. Path analyses revealed that the effects of ways of knowing on academic performance are mediated by belief in the speed of learning.

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References

1997The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning 1990Effects of beliefs about the nature of knowledge on comprehension.2009Personal epistemology the psychology of beliefs about knowledge and knowing 1986Women's Ways Of Knowing 2004Explaining the Epistemological Belief System: Introducing the Embedded Systemic Model and Coordinated Research Approach 1993Epistemological development and academic performance among secondary students.2004Epistemological Understanding as a Metacognitive Process: Thinking Aloud During Online Searching 1992Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so.

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2018A meta-analytic review of the relationship between epistemic cognition and academic achievement.2010Empirical evidence regarding relations among a model of epistemic and ontological cognition, academic performance, and educational level.2013Self-monitoring and knowledge-building in learning by teaching 2006Epistemological beliefs on teaching and learning: a survey among pre‐service teachers in Singapore

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