ERIC Number: EJ789322
Record Type: Journal
Publication Date: 2008-Apr
Reference Count: 0
Epistemic Profiles and Self-Regulated Learning: Examining Relations in the Context of Mathematics Problem Solving
Muis, Krista R.
Contemporary Educational Psychology, v33 n2 p177-208 Apr 2008
Relations were examined between epistemic profiles, regulation of cognition, and mathematics problem solving. Two hundred sixty-eight students were sampled from undergraduate mathematics and statistics courses. Students completed inventories reflecting their epistemic profiles and learning strategies, and were profiled as rational, empirical, or both. Based on their profiles, 24 students participated in two problem-solving sessions. Episodes were coded for planning, monitoring, control, use of empirical and rational argumentation, and justification for solutions. For both self-reported metacognitive self-regulation and regulation of cognition during problem solving, students profiled as rational had the highest self-reported mean and actual frequency of regulation of cognition compared to students profiled as predominantly empirical. Moreover, students profiled as predominantly rational correctly solved more problems than the other two groups. Finally, students' approaches to problem solving were consistent with their epistemic profiles. Relations are discussed in the context of various theoretical frameworks.
Descriptors: Learning Strategies, Problem Solving, Profiles, Metacognition, Mathematics Skills, Epistemology, Undergraduate Students, Mathematics Instruction, Statistics, Self Management
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A