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

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.