Explaining the Epistemological Belief System: Introducing the Embedded Systemic Model and Coordinated Research Approach

Predictors of Academic Motivation: Epistemological Beliefs, Learning Approaches and Problem Solving Skills

“…These findings of this study are in line with the literature on this subject (Schommer-Aikins, 2004). The following research also support the findings of this study as the students, thinking of learning is an innate ability, acted learned helplessness and low resistance (Shell & Husman, 2008), but the students, thinking of intelligence can be improved, made effort during difficult academic tasks (Shell & Husman, 2008); the students, succeeding in Maths, believed in they were born with innate ability (Schoenfeld, 1983); the students, thinking of learning ability is not an innate ability, had high academic performance (Schommer-Aikins et al, 2004); the students, believed in learning needs effort and time, have high academic motivation (Braten & Olaussen, 2004); the thoughts of ability improvement had direct and indirect effects on motivational factors (Chen & Pajares, 2010). The findings of the predictive power of learning strategies on amotivation in this study indicate that the more university students use superficial learning strategies, their amotivation level decreases, and the more they use strategic learning strategies, their amotivation level increases, too.…”

“…Moreover, Muis et al (2006) claimed that personal epistemology may be covered through a model with different levels such as general, academic, and domain-specific academic beliefs. In this respect, the epistemological belief, thought as the mind can be processed, might drives the students to learning objectives and in return might cause the type of learning oriented behavior (Schommer-Aikins, 2004). …”

The Epistemic Beliefs of Fourth Graders about the Verification of Second-Hand Knowledge and Its Knowledge Sources

“…For the second dimension, students who were assigned to an independent endeavor believed that ideas come from independent ventures like one's mind/brain/head or thinking, wondering, and being curious, while students who were assigned to a dependent venture expressed beliefs that ideas come from teachers, books, or family members or from activities that involved the use of external sources. These results demonstrate that elementary school students hold more multifaceted beliefs about the justification and source of knowledge and render the existing, single dimensions of knowledge justification (Hofer & Pintrich, 1997;Schommer-Aikins, 2004) a rather simplistic in their conceptualization. Kittleson (2011) conducted face-to-face interviews with third-grade students (n = 19) over the course of two science lessons in a suburban elementary school in the mid-Atlantic region of the USA.…”

“…The third and fourth dimensions theorize Processes of knowing and pertain to: (3) the Justification of knowledge (i.e., the procedures to evaluate and warrant knowledge claims) and (4) the Source of knowledge (i.e., where knowledge resides; internally and/or externally). Schommer-Aikins' (2004;Schommer, 1990) earlier framework describes a system of 'epistemic beliefs', which encompasses two additional belief dimensions about the Nature of learning focusing on: (5) the Speed of learning (i.e., where learning either occurs gradually, quickly or not at all) and (6) the Ability to learn (i.e., where knowledge is innate and fixed or the ability to learn can be acquired). Hammer and Elby (2002) proposed a framework that defines personal epistemology as 'fine-grained cognitive resources' that are highly sensitive to and dependent on the context of an individual.…”

La creencia epistemológica constructivista sobre el conocimiento científico varía en función del año de formación en los estudiantes de Medicina pero no en los estudiantes de otras carreras de la salud

“…Schommer-Atkins las organiza en un modelo multidimensional cuyos componentes son independientes y no necesariamente secuenciales 9 . Así, agrupa las creencias epistemológicas respecto del conocimiento cientí-fico en las dimensiones naturaleza y adquisición.…”