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.