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dc.contributor.authorSchommer-Aikins, Marlene
dc.contributor.authorMau, Wei-Cheng J.
dc.contributor.authorHutter, Rosetta
dc.contributor.authorBrookhart, Susan
dc.date.accessioned2019-05-23T19:20:03Z
dc.date.available2019-05-23T19:20:03Z
dc.date.issued2000-11
dc.identifier.citationSchommer-Aikins, M., Mau, W.-C., Hutter, R., & Brookhart, S. (2000). Understanding middle students' beliefs about knowledge and learning using a multidimensional paradigm. Journal of Educational Research, 94(2), 120-127. doi:10.1080/00220670009598750
dc.identifier.issn0022-0671
dc.identifier.issn1940-0675 (online)
dc.identifier.urihttp://dx.doi.org/10.1080/00220670009598750
dc.identifier.urihttp://hdl.handle.net/10057/16293
dc.descriptionClick on the DOI link to access the article (may not be free).
dc.description.abstractRecent 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.
dc.language.isoen_US
dc.publisherTaylor & Francis Ltd
dc.relation.ispartofseriesJournal of Educational Research
dc.relation.ispartofseriesv.94 no.2
dc.subjectEpistemological beliefs
dc.subjectInstruction and testing
dc.subjectMiddle school students
dc.titleUnderstanding middle students' beliefs about knowledge and learning using a multidimensional paradigm
dc.typeArticle
dc.rights.holderCopyright © Taylor & Francis Ltd


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