Normative Data From Australian University Students on Schommer's (1990) Epistemological Questionnaire.

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http://eprints.org/relation/isVersionOf https://vuir.vu.edu.au/id/document/313 http://eprints.org/relation/isVolatileVersionOf https://vuir.vu.edu.au/id/document/313 http://eprints.org/relation/isIndexCodesVersionOf https://vuir.vu.edu.au/id/document/313 59369 2 2391564 document 59369 lightbox.jpg image/png 2be137794caafc9dde4723d82e7ea31e MD5 33462 2020-08-11 23:06:13 https://vuir.vu.edu.au/332/4/lightbox.jpg 332 4 4 image/png other Thumbnails conversion from text to thumbnail_lightbox en staffonly

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http://eprints.org/relation/isVersionOf https://vuir.vu.edu.au/id/dark_document/59367 http://eprints.org/relation/isVolatileVersionOf https://vuir.vu.edu.au/id/dark_document/59367 http://eprints.org/relation/issmallThumbnailVersionOf https://vuir.vu.edu.au/id/dark_document/59367 archive 43 disk0/00/00/03/32 2007-05-31 2021-08-27 07:39:23 2008-08-19 19:53:18 conference_item show Ohtsuka Keis Ohtsuka, Keis Mallamace Joe Mallamace, Joe Milonas Marini Milonas, Marini Scicluna Anthony Scicluna, Anthony Normative Data From Australian University Students on Schommer's (1990) Epistemological Questionnaire. pub 380000 330000 Psychology Educational Psychology; Epistemological Beliefs; Beliefs about knowledge and learning; University Students Paper presented at the 1996 Educational Research Association (Singapore)/Australian Association for Research in Education Joint Annual Conference, Singapore, 25-29 November 1996. The aim of this study was to produce normative data for an Australian sample on Schommer's (1990) Epistemological Questionnaire [Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498-504]. The original questionnaire was administered to a small number of participants and feedback was sought. A revised version of the Epistemological Questionnaire was then developed and a draft was sent to Schommer for comments. A sample of 150 Australian university students was collected using the revised version of the Epistemological Questionnaire. The results suggest that there are four similar underlying factors comprising beliefs in (1) inability to learn to learn, and success is not related to hard work, (2) learning is innate, quick, and one-step process, (3) seeking simple answer and avoid ambiguity and integration of knowledge, and (4) certainty of knowledge, dependence on the authority and reluctance to criticise it. The implication of these findings from an Australian sample may suggest that epistemological beliefs among Australian university students are similar to those of the American students. With a slight modification, Schommer's (1990) Epistemological Questionnaire serves as an effective tool to assess students' beliefs regarding learning and the nature of knowledge. 1997-03 published Australian Association for Research in Education http://www.aare.edu.au 59367 2 2391557 dark_document 59367 AustAssocforResearchinEdBookChapter31-3-06.pdf application/pdf be605805bd298fe2a77021e960f8b7e5 MD5 27569 2020-08-11 21:35:44 332 3 3 application/pdf text Unsigned Publisher Permission en staffonly

AustAssocforResearchinEdBookChapter31-3-06.pdf

other public paper AARE conference papers Melbourne, Vic. 1996 ERA/AARE Joint Conference Singapore 25-29 November 1996 conference UNSPECIFIED FALSE 1324-9339 Proceedings of the 1996 Educational Research Association (Singapore) Australian Association for Resesarch in Education Joint Annual Conference, Singapore Dweck, C. S., & Leggett, E. L. (1988). A socio-cognitive approach to motivation and personality. Psychological Review, 95, 256-273. Ryan, M. P. (1984). Monitoring text comprehension: Individual differences in epistemological standards. Journal of Educational Psychology, 76, 248-258. Schoenfeld, A. H. (1983). Beyond the purely cognitive: Belief systems, social cognitions, and metacognitions as driving forces in intellectual performance. Cognitive Science, 7, 329-363. Perry, W. G., Jr. (1968). Patterns of development in thought and values of students in a liberal art college: A validation of a scheme. Cambridge, MA: Bureau of Study Counsel, Harvard University. (ERIC Document Reproduction Service No. ED 024315). Schommer, M. (1990). Effects of beliefs about the nature of knowledge in comprehension. Journal of Educational Psychology, 82, 498-504. Schommer, M. (1993a). Comparisons of beliefs about the nature of knowledge and learning among postsecondary students. Research in Higher Education, 34, 355-370. Schommer, M. (1993b). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85, 406-411. Schommer, M. (1994a). An emerging conceptualization of epistemological beliefs and their role in learning. In R. Garner & P. A. Alexander (Eds.), Beliefs about text and instruction with text (pp. 25-50). Hillsdale, NJ: Erlbaum. Schommer, M. (1994b). Synthesizing epistemological belief research: Tentative understandings and provocative confusions. Educational Psychological Review, 6, 293-319. Schommer, M., Crouse, A., & Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology, 84, 435-443. Schommer, M., & Dunnell, P. A. (1994). A comparison of epistemological beliefs between gifted and non-gifted high school students. Roeper Review, 16 (3), 207-210. Schommer, M., & Kiersten, W. (1995). Are epistemological beliefs similar across domains? Journal of Educational Psychology, 87, 424-432. FALSE