Details
| Original language | English |
|---|---|
| Pages (from-to) | 1541–1575 |
| Number of pages | 35 |
| Journal | Educational Psychology Review |
| Volume | 34 |
| Issue number | 3 |
| Early online date | 12 Feb 2022 |
| Publication status | Published - Sept 2022 |
Abstract
Keywords
- Development, Epistemic beliefs, Latent profile analysis, Primary school, Secondary school
ASJC Scopus subject areas
- Psychology(all)
- Developmental and Educational Psychology
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In: Educational Psychology Review, Vol. 34, No. 3, 09.2022, p. 1541–1575.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Epistemic Beliefs in Science
T2 - A Systematic Integration of Evidence From Multiple Studies
AU - Schiefer, Julia
AU - Edelsbrunner, Peter
AU - Bernholt, Andrea
AU - Kampa, Nele
AU - Nehring, Andreas
N1 - Funding Information: This study was supported by the Hector Foundation II, the German Telekom Foundation, and the Tübingen Postdoctoral Academy for Research on Education (PACE) at the Hector Research Institute of Education Sciences and Psychology (Study 1), by the Swedish Research Council via grant number 721-2013-2180 (Study 4), and by the German Research Foundation via grant number grant NE 2105/1-1 (Study 6). We thank Eric Klopp and Martin Schwichow for extensive feedback on a draft of this manuscript, and Gabriel Nagy for helpful comments on a presentation of this work.
PY - 2022/9
Y1 - 2022/9
N2 - Recent research has integrated developmental and dimensional perspectives on epistemic beliefs by implementing an approach in which profiles of learners’ epistemic beliefs are modeled across multiple dimensions. Variability in study characteristics has impeded the comparison of profiles of epistemic beliefs and their relations with external variables across studies. We examined this comparability by integrating data on epistemic beliefs about the source, certainty, development, and justification of knowledge in science from six studies comprising N = 10,932 German students from elementary to upper secondary school. Applying latent profile analyses to these data, we found that profiles of epistemic beliefs that were previously conceptualized were robust across multiple samples. We found indications that profiles of epistemic beliefs homogenize over the course of students’ education, are related to school tracking, and demonstrate robust relations with students’ personal characteristics and socioeconomic background. We discuss implications for the theory, assessment, and education of epistemic beliefs.
AB - Recent research has integrated developmental and dimensional perspectives on epistemic beliefs by implementing an approach in which profiles of learners’ epistemic beliefs are modeled across multiple dimensions. Variability in study characteristics has impeded the comparison of profiles of epistemic beliefs and their relations with external variables across studies. We examined this comparability by integrating data on epistemic beliefs about the source, certainty, development, and justification of knowledge in science from six studies comprising N = 10,932 German students from elementary to upper secondary school. Applying latent profile analyses to these data, we found that profiles of epistemic beliefs that were previously conceptualized were robust across multiple samples. We found indications that profiles of epistemic beliefs homogenize over the course of students’ education, are related to school tracking, and demonstrate robust relations with students’ personal characteristics and socioeconomic background. We discuss implications for the theory, assessment, and education of epistemic beliefs.
KW - Development
KW - Epistemic beliefs
KW - Latent profile analysis
KW - Primary school
KW - Secondary school
UR - http://www.scopus.com/inward/record.url?scp=85124737685&partnerID=8YFLogxK
U2 - 10.1007/s10648-022-09661-w
DO - 10.1007/s10648-022-09661-w
M3 - Article
VL - 34
SP - 1541
EP - 1575
JO - Educational Psychology Review
JF - Educational Psychology Review
SN - 1040-726X
IS - 3
ER -