To obtain a more complete understanding of personal epistemology this study examines two epistemic paradigms -ways of knowing (specifically connected knowing and separate knowing) and epistemological beliefs (specifically beliefs about knowledge structure, knowledge stability, learning speed, and learning ability). Participants were 107 college students who completed questionnaires that assessed ways of knowing and epistemological beliefs. Multivariate analysis of variance revealed that men score significantly higher on separate knowing. Path analyses revealed that the effects of ways of knowing on academic performance are mediated by belief in the speed of learning.The study of personal epistemology has evolved over the years. Initially, researchers focused on individuals' beliefs about the nature of knowledge, such as beliefs about the certainty, structure, and source of knowledge (Perry, 1968). In 1990 the focus of study expanded to include beliefs about learning, namely the speed and ability to learn (Schommer, 1990). This set of beliefs was labeled with an umbrella term, 'epistemological belief system'. With this wider focus of study, a surge of research has been carried out to link personal epistemology to various aspects of learning (e.g.,
Given the increasingly culturally diverse composition of students in American classrooms, understanding the nature of cultural differences is necessary to generate effective instructional interventions. This study examines the individual differences in epistemological beliefs, ways of knowing, study strategies, and academic performance among different cultural groups. These cultural groups include European Americans (Americans of European ancestry) and first and successive generations of Asian Americans. College junior and senior business majors completed instruments assessing epistemological beliefs, ways of knowing, and study strategies. Multivariate analyses of variances revealed significant differences among cultural groups in 5 study strategies (low anxiety, selecting main ideas, testing strategies, high motivation, and information processing), course grades, and reading comprehension. Regression analyses revealed that beliefs about learning speed, knowledge construction, characteristics of successful students, and separate knowing contributed to cultural differences. This study highlights the need to avoid strong stereotyping and to consider individual differences in the classroom.
Willingness to argue is associated with higher level thinking. The authors tested the relation between ways of knowing-involving separate knowing (i.e., playing the devil's advocate) and connected knowing (i.e., empathic understanding)--and students' willingness to argue. Participants were 171 male and 231 female college undergraduates who completed assessments in ways of knowing and willingness to argue. Also, the participants defined the word argument in their own words. After the authors controlled for demographic variables, endorsement of separate knowing predicted willingness to argue. Students with high scores in separate knowing (objective, adversarial knowing) and connected knowing (subjective, empathic knowing) indicated more willingness to argue. Furthermore, these same students defined argument as a constructive form of communication. Students with low scores in separate knowing defined argument as an emotional battle with the goal of psychological harm. This negative perspective could be an impediment to engaging students in classroom debate and critical thinking.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.