| dc.contributor.advisor | Schommer-Aikins, Marlene | |
| dc.contributor.author | Phillips, Margaret K. | |
| dc.date.accessioned | 2011-09-02T18:30:27Z | |
| dc.date.available | 2011-09-02T18:30:27Z | |
| dc.date.copyright | 2010 | en |
| dc.date.issued | 2010-12 | |
| dc.identifier.other | t10110 | |
| dc.identifier.uri | http://hdl.handle.net/10057/3739 | |
| dc.description | Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Educational and School Psychology. | en_US |
| dc.description.abstract | This study is a further investigation of epistemological beliefs, specifically ways of knowing, and whether people will adapt these beliefs dependent upon social context (i.e. in-group or out-group). In addition, this research examined the role of gender and one’s use of connected knowing (CK) or separate knowing (SK). One hundred twenty-three college students were surveyed to determine if use of CK or SK shifted when thinking of in-group or out-group associations. Results did not confirm a shift in the use of CK or SK dependent upon social context. The results confirmed that men had higher SK scores than women; however, no gender differences were confirmed in CK scores. | en_US |
| dc.format.extent | vii, 57 leaves, ill. | en |
| dc.language.iso | en_US | en_US |
| dc.publisher | Wichita State University | en_US |
| dc.rights | Copyright Margaret K. Phillips, 2010. All rights reserved | en |
| dc.subject.lcsh | Electronic dissertations | en |
| dc.title | Adapting ways of knowing dependent on context | en_US |
| dc.type | Thesis | en_US |
