Title

Understanding middle students' beliefs about knowledge and learning using a multidimensional paradigm

DOI

10.1080/00220670009598750

Document Type

Journal Article

Publication Date

1-1-2000

Publication Title

Journal of Educational Research

Volume

94

Issue

2

First Page

120

Last Page

127

ISSN

220671

Keywords

Epistemological beliefs, Instruction and testing, Middle school students

Abstract

Recent theory (Schommer, 1990) suggests that personal epistemology is multidimensional. The multidimensional epistemology structure with middle school students was tested in this study. Over 1, 200 students in Grades 7 and 8 completed an epistemological belief questionnaire. Prior theory, developed with college students, suggested 4 epistemological belief factors: Ability to Learn, Structure of Knowledge, Speed of Learning, and Stability of Knowledge. Confirmatory factor analysis applied to a random half of the sample indicated that a 3-factor model was a good fit to the data. That model was replicated with the second half of the data. Follow-up regression analyses indicated that the more students believed in gradual learning and incremental ability to learn, the higher GPA they earned. © 2000 Taylor & Francis Group, LLC.

Open Access

Green Accepted

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