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    Examining epistemological beliefs, academic self-efficacy, and calibration of comprehension

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    Thesis (199.0Kb)
    Date
    2006-12
    Author
    Price, Tracy Lynn
    Advisor
    Schommer-Aikins, Marlene
    Metadata
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    Abstract
    This study explored the relationship of epistemological beliefs, academic self-efficacy, and passage comprehension. Seventy-five community college students were asked to complete a series of in-class questionnaires, these students were asked to be as honest as possible to enhance future teaching styles. The final sample consisted of fifty three students. Nothing of statically significance was found. Student participation and cooperation are in question, as well as the psychometricity of the measures themselves. Thus, the results are inconclusive and do not give support for the hypotheses. It is advised for future research that the sample size be enlarged, a longer reading passage be selected and a other measures be utilized.
    Description
    Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Counseling, Educational and School Psychology.

    "December 2006."
    URI
    http://hdl.handle.net/10057/675
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