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ERIC Number: ED479164
Record Type: Non-Journal
Publication Date: 2003-Apr
Pages: 10
Abstractor: N/A
Reference Count: N/A
Epistemological Beliefs and Dispositions: Are We Measuring the Same Construct?
Kardash, CarolAnne M.; Sinatra, Gale M.
Current views in educational psychology suggest that learning involves the awareness of and regulation of knowledge, beliefs, and goals. This suggests that two constructs, (1) epistemological beliefs (beliefs about knowledge) and (2) cognitive dispositions (such as willingness to consider alternative points of view) are likely candidates for influencing learning in general and course achievement in particular. Recently, a number of studies have shown that epistemological beliefs and cognitive dispositions show similar patterns of relationships to other constructs. A study examined how student beliefs about knowledge and learning relate to their cognitive dispositions (such as enjoyment of effortful thinking) and to investigate how these constructs affect college course achievement. Participants (n=182), college students enrolled in required courses in educational psychology at an urban university in the western United States, had their epistemological beliefs measured using a 36-item Likert Scale inventory called the Epistemological Beliefs Survey developed by P. Wood and CarolAnne Kardash (2002). Student dispositions were measured with an inventory consisting of 66 items based on the work of Keith Stanovich and his colleagues and developed by a variety of researchers. Students were tested in groups and received identical packets, including the two inventories and demographic questions. As expected, scores on the dispositional scales were significantly correlated with scores on the epistemological beliefs scales. Results indicated considerable overlap among the constructs measured by epistemological belief and cognitive disposition scales. (Contains 1 table and 18 references.) (BT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A