Epistemic beliefs: Setting the standards for self-regulated learning

Beliefs about School Learning during Adolescence: Their Contribution to Motivational Beliefs and School Achievement

“…Associations with cognitive as well as with motivational processes have been established both with college students and with elementary and secondary school students (e.g., Chen & Pajares, 2010;DeBacker & Crowson, 2006;Hofer & Pintrich, 1997;Muis, 2008;Muis & Duffy, 2014;Schommer, Calvert, Galigrietti, & Bajaj, 1997;Schommer-Aikins, Duell, & Hutter, 2005;Tsai et al, 2011). Within the epistemological tradition, past research has confirmed the predictive value of epistemological beliefs for personal achievement goals (e.g., Bråten & Strømsø, 2004;Chen & Pajares, 2010;DeBacker & Crowson, 2006;Phan, 2009), self-efficacy (e.g., Chen & Pajares, 2010;Tsai, Ho, Liang, & Lin, 2011), school achievement (e.g., Schommer et al, 1997;Schommer-Aikins et al, 2005), and various aspects of self-regulated learning (e.g., Bråten & Strømsø, 2005;Muis & Franco, 2009). In general, the more sophisticated beliefs the person holds about the nature and process of knowledge and learning (i.e., complex, evolving and personally constructed), as opposed to more naïve beliefs (i.e., simple, stable and authority given), the more adaptive the learning patterns are (see also Schommer, 1994;Schommer-Aikins, 2002).…”

“…Students' beliefs about the nature and source of knowledge and the ways of knowing and learning have been acknowledged by a number of researchers as a critical component that sets the standards for this engagement either directly or indirectly by energizing other learning-related variables (e.g., Hofer, 2001;Hofer & Pintrich, 1997;Muis & Franco, 2009). Within this framework, the present study focuses on adolescents' beliefs about school learning as potential contributors to their achievement-related motivational beliefs such as goal orientations and self-efficacy, as well as to school achievement.…”

Detangling the Interrelationships Between Self-Regulation and Ill-Structured Problem Solving in Problem-Based Learning

“…Researchers have linked such behaviors to learners' epistemic beliefs (e.g., Pintrinch, Marx, & Boyle, 1993;Qian & Alverman, 1995;Windschitl & Andre, 1998). Recent research has identified epistemic beliefs as a mechanism that influences the goal standards a learner adopts in self-regulated learning (Muis, 2007;Muis & Franco, 2009). Relating to the proposed model, we conjecture that personal beliefs may have predisposed learners in their approaches to the planning, execution, and reflection across the two problem-solving stages.…”

“…By utilizing a self-regulation lens to examine problem solving, the proposed framework allows us to explicitly integrate motivation and beliefs as antecedents influencing problem solvers' representation and solution processes. There were some studies examining the relationship between epistemic belief and self-regulation using questionnaires (e.g., Muis, 2007;Muis & Franco, 2009). However, those studies did not focus on the complex and dynamic relationships between epistemic beliefs and self-regulation in an ill-structured problem-solving context.…”

Multidimensional Investigation of Deep and Surface Processing

“…Epistemic beliefs, while not a force modeled in the MDL, have been theorized to play a key role in self-regulated learning and other theoretical frameworks (e.g., Muis & Franco, 2009). Additionally, situational variables discussed previously, such as text coherence and text difficulty, should also be systematically investigated for interaction effects in future models.…”