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Across multiple areas of educational psychology, Paul Pintrich's work was characterized by a (a) press for conceptual clarity, (b) focus on developing and refining measures, (c) conviction that researchers interested in learning and cognition should span K-12 and higher education, (d) attention to discipline and context specificity, and (e) interest in connecting constructs to better understand how they relate psychologically. This article addresesses how these 5 aspects of Paul's thinking influenced work in the area of personal epistemology, a construct that encompasses individuals' conceptions of knowledge and knowing. In addition, the article provides examples of progress made by multiple researchers on the earlier challenges identified for the field (Hofer & Pintrich, 1997; Pintrich, 2002), reflects on the areas that need resolution for this particular field to advance, and identifies new challenges and directions that have emerged.
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