Abstract

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.

Keywords

PsychologyConfirmatory factor analysisSample (material)Mathematics educationEpistemologySocial psychologyStructural equation modelingCognitive psychologyStatisticsMathematics

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Publication Info

Year
2000
Type
article
Volume
94
Issue
2
Pages
120-127
Citations
116
Access
Closed

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Marlene Schommer‐Aikins, Wei‐Cheng Mau, Susan M. Brookhart et al. (2000). Understanding Middle Students' Beliefs About Knowledge and Learning Using a Multidimensional Paradigm. The Journal of Educational Research , 94 (2) , 120-127. https://doi.org/10.1080/00220670009598750

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DOI
10.1080/00220670009598750