An analysis of the nature of epistemological beliefs: Investigating factors affecting the epistemological development of south korean high school students

Youn, Inn; Yang, Kye-Min; Choi, InJae

doi:10.1007/bf03024928

Cited by 24 publications

(24 citation statements)

References 4 publications

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“…Her work has since motivated researchers to conduct more studies of epistemological beliefs. Research has shown that epistemological beliefs are culture specific, and that there are different dimensions of beliefs identified across different cultural groups (e.g., Arredondo and Rucinski 1996;Chan and Elliott 2004a;Youn et al 2001). Research has also shown that epistemological beliefs are related to meta-cognitive variables in learning including text comprehension (Ryan 1984;Schommer 1990Schommer , 1994, problem solving (Schoenfeld 1985), conceptual change (Mason and Boscolo 2004), motivation, learning strategies, academic performance (Cano 2005;Chan 2003;Paulsen and Feldman 1999;Schraw and Olafson 2002), and the conceptions about the approaches of teaching (Chan and Elliott 2004b).…”

Section: Epistemological Beliefsmentioning

confidence: 98%

Preservice teacher education students’ epistemological beliefs and conceptions about learning

Chan

2009

Instr Sci

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A questionnaire was administered to 231 Hong Kong preservice teacher education students to examine their epistemological beliefs and conceptions of learning. Pearson correlation analysis showed significant pairs of epistemological beliefs and conceptions of learning. Regression and path analysis showed epistemological beliefs had significant predictor relationships with conceptions of learning. Four structural equation models were proposed to examine the predictive relationships between epistemological beliefs and selected pairs of quantitative and qualitative conceptions of learning, and the models were validated by confirmatory factor analysis. The results support the hypothesis that epistemological beliefs have significant predictive relationships with quantitative and qualitative conceptions of learning, implying epistemological beliefs play an important role in students' learning. The paper concludes with implications drawn for the future direction of educational practices and research.

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Section: Epistemological Beliefsmentioning

confidence: 98%

Preservice teacher education students’ epistemological beliefs and conceptions about learning

Chan

2009

Instr Sci

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“…In regard to the dimensionality issue, in particular, Schommer-Aikins (2002) emphasized the need to study the dimensionality of personal epistemology across cultures, suggesting that different factor structures might reflect cultural differences. In fact, several factor-analytic studies using Schommer's (1990) domain-general questionnaire or another domaingeneral instrument based on this, conducted in Asian (e.g., Chan and Elliot 2002;Youn et al 2001) as well as in European (e.g., Rozendaal et al 2001) countries, have resulted in factor structures differing from that reported by Schommer and associates (for a review, see Buehl 2008). However, an issue with these studies is that they are limited to the use of domain-general measures, mostly based on the Schommer (1990) conceptualization (see, however, Karabenick and Moosa 2005).…”

Section: Introductionmentioning

confidence: 99%

Personal epistemology across cultures: exploring Norwegian and Spanish university students’ epistemic beliefs about climate change

et al. 2009

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The primary aim was to explore and compare the dimensionality of personal epistemology with respect to climate change across the contexts of Norwegian and Spanish students. A second aim was to examine relationships between topic-specific epistemic beliefs and the variables of gender, topic knowledge, and topic interest in the two contexts. Participants were 225 Norwegian and 217 Spanish undergraduates enrolled in psychology or education courses, and the dimensionality of topic-specific personal epistemology was explored through factor analyses of the scores on a 49-item questionnaire. Hierarchical multiple regression analyses were used to predict scores on the epistemic belief dimensions emerging from the factor analyses with gender, topic knowledge, and topic interest, respectively. Even though considerable cross-cultural generalizability in dimensionality was demonstrated, this research also draws attention to the cultural embeddedness of topic-specific epistemic beliefs. Moreover, differences in the predictability of topic knowledge and topic interest in Norway and Spain, suggest that factors constraining or enhancing adaptive epistemic beliefs concerning particular topics may vary across cultures.

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“…Several researchers expressed the need for further research into the cultural and educational backgrounds of epistemological beliefs (Chan and Elliott, 2002, Youn et al, 2001). International students not only have different ethnical and cultural roots, but also have different educational backgrounds.…”

Section: Epistemological Beliefsmentioning

confidence: 99%

International Hospitality Management Students' Epistemological Beliefs and Conceptions of Teaching and Learning

Otting

Zwaal

Gijselaers

2009

Journal of Hospitality & Tourism Education

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An analysis of the nature of epistemological beliefs: Investigating factors affecting the epistemological development of south korean high school students

Cited by 24 publications

References 4 publications

Preservice teacher education students’ epistemological beliefs and conceptions about learning

Preservice teacher education students’ epistemological beliefs and conceptions about learning

Personal epistemology across cultures: exploring Norwegian and Spanish university students’ epistemic beliefs about climate change

International Hospitality Management Students' Epistemological Beliefs and Conceptions of Teaching and Learning

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