The effect of epistemic cognition interventions on academic achievement: A meta-analysis.

Cartiff, Brian M.; Duke, Rebekah F.; Greene, Jeffrey A.

doi:10.1037/edu0000490

Cited by 31 publications

(15 citation statements)

References 97 publications

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“…Another limitation is that all participants were from a single age group (i.e., 15year-old students). Previous research indicates that the development of epistemic beliefs and their associations with motivation and achievement might differ across age (Cartiff et al, 2020;Conley et al, 2004;Winberg et al, 2019), which potentially limits the generalizability of our findings to other developmental periods. However, 15 is a particularly important age, as students from many countries are approaching the end of mandatory education and make critical decisions in relation to further education, training, and work.…”

Section: Discussionmentioning

confidence: 73%

Relations of epistemic beliefs with motivation, achievement, and aspirations in science: Generalizability across 72 societies.

Guo¹,

Hu²,

Marsh³

et al. 2022

Journal of Educational Psychology

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The proliferation of information and divergent viewpoints in the 21st century requires an educated citizenry with the ability to critically evaluate information and make informed decisions. To meet this demand, adaptive epistemic understandings and beliefs about the nature of knowledge are needed, such as believing that scientific knowledge is evolving (development of knowledge) and needs to be justified through experimentation (justification of knowledge). Our study is the first to use nationally representative samples from 72 countries/regions (PISA 2015 database; N = 514,119 students) to examine how scientific epistemic beliefs about development and justification of knowledge in science are associated with students' science motivation, achievement, and career aspirations in the STEM fields, as well as the cross-national generalizability of these relations. Results showed that (a) students who had more adaptive beliefs about knowledge being changeable and stemming from experimentation were likely to have high science self-efficacy, utility value, and particularly high intrinsic value; (b) epistemic beliefs were more strongly linked to science achievement than were motivational constructs; (c) the positive relation between epistemic beliefs and STEM-related career aspirations was largely explained by motivation and achievement; (d) the pattern of results generalized well across societies. Our findings suggest that epistemic beliefs are substantially positively associated with adolescents' science learning, implying that developing effective interventions that focus on development and justification of knowledge would be fruitful for promoting science educational outcomes. Educational Impact and Implications StatementHolding adaptive epistemic beliefs about the nature of scientific knowledge is critical in distinguishing accurate and useful information from diverse, less trustworthy sources in the digital era. Based on data from more than half a million 15-year-old students from 72 countries/regions, we found that adolescents with more adaptive epistemic beliefs tend to have higher science achievement, feel more self-efficacious, be more intrinsically and extrinsically motivated to engage in science learning, and have higher aspirations to pursue a STEM-related career. Notably, epistemic beliefs are more strongly linked to science achievement than are motivational constructs. Consistent patterns across societies suggest that preparing students for 21st century challenges will require policy initiatives that ensure epistemic cognition is a core component of science education and scientific literacy.

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Section: Discussionmentioning

confidence: 73%

Relations of epistemic beliefs with motivation, achievement, and aspirations in science: Generalizability across 72 societies.

Guo¹,

Hu²,

Marsh³

et al. 2022

Journal of Educational Psychology

View full text Add to dashboard Cite

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“…One way to support collaboration is to use shared working templates, which include prompts that support students to critically search, select, evaluate and synthesize online information. A recent review (Cartiff et al, 2020) reported that guided forms of instruction and models emphasizing justification and source evaluation are effective in promoting students' epistemic cognition and academic achievement.…”

Section: Discussionmentioning

confidence: 99%

Students' abilities to evaluate the credibility of online texts: The role of internet‐specific epistemic justifications

Hämäläinen

Kiili

Räikkönen

et al. 2021

Computer Assisted Learning

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Previous evaluation studies have rarely used authentic online texts and investigated upper secondary school students' use of evaluation criteria and deep reasoning. The associations between internet‐specific epistemic justifications for knowing and credibility evaluation of online texts are not yet fully understood among adolescents. This study investigated upper secondary school students' (N = 372) abilities to evaluate self‐selected authentic online texts and the role of internet‐specific epistemic justifications in students' evaluation performance when solving a health‐related information problem. Students selected three texts with Google Custom Search Engine and evaluated their credibility. Students' evaluation performance across the three texts was determined according to the different aspects evaluated (author, venue, intentions, evidence and corroboration) and the depth of their evaluations. Students also filled in the Internet‐Specific Epistemic Justifications (ISEJ) inventory previously validated with pre‐service teachers. The results revealed considerable differences in students' abilities to evaluate online texts. Students' beliefs in justification by authority and justification by multiple sources positively predicted their evaluation performance similarly in both topics. The findings suggest that the ISEJ inventory is also valid for upper secondary school students. Students should be explicitly taught to evaluate different credibility aspects and scaffolded to deeply engage with online information.

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“…On the other hand, instruction related to argumentation may have focused on teaching students to create strong and effective arguments with less focus on evaluating arguments in terms of the quality of evidence (cf. Cartiff et al, 2021). Future research should therefore take what students have been taught about the evaluation of Internet texts into account.…”

Section: Many Students Struggled With Justifying Their Credibility Ev...mentioning

confidence: 99%

Adolescents’ credibility justifications when evaluating online texts

et al. 2022

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Research has shown that students differ in their abilities to evaluate the credibility of online texts, and, in general, many perform poorly on online evaluation tasks. This study extended current knowledge by examining students’ abilities to justify the credibility of online texts from different perspectives, thus providing a more nuanced understanding of students’ credibility evaluation ability. We examined how upper secondary school students (N = 73; aged 16 to 17) evaluated author expertise, author intention, the publication venue, and the quality of evidence when reading four texts about the effects of sugar consumption in a web-based environment. Additionally, we examined how students’ prior topic knowledge, Internet-specific justification beliefs, and time on task were associated with their credibility justifications. Students evaluated author expertise, author intention, the venue, and the quality of evidence for each text on a six-point scale and provided written justifications for their evaluations. While students’ credibility evaluations were quite accurate, their credibility justifications lacked sophistication. Inter-individual differences were considerable, however. Regression analysis revealed that time on task was a statistically significant unique predictor of students’ credibility justifications. Instructional implications are discussed.

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The effect of epistemic cognition interventions on academic achievement: A meta-analysis.

Cited by 31 publications

References 97 publications

Relations of epistemic beliefs with motivation, achievement, and aspirations in science: Generalizability across 72 societies.

Relations of epistemic beliefs with motivation, achievement, and aspirations in science: Generalizability across 72 societies.

Students' abilities to evaluate the credibility of online texts: The role of internet‐specific epistemic justifications

Adolescents’ credibility justifications when evaluating online texts

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