Epistemological Beliefs, School Achievement, and College Major: A Large-Scale Longitudinal Study on the Impact of Certainty Beliefs

Autor/inn/en	Trautwein, Ulrich; Ludtke, Oliver
Titel	Epistemological Beliefs, School Achievement, and College Major: A Large-Scale Longitudinal Study on the Impact of Certainty Beliefs
Quelle	In: Contemporary Educational Psychology, 32 (2007) 3, S.348-366 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2005.11.003
Schlagwörter	Foreign Countries; Majors (Students); Family Characteristics; Academic Achievement; Longitudinal Studies; Beliefs; Epistemology; High Schools; College Students; Intelligence; Predictor Variables; Socialization; Learning; Student Attitudes; Learning Theories; Selection; Germany + Suchen Sie Ihr Suchwort? Ausland; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Belief; Glaube; Erkenntnistheorie; High school; Oberschule; Collegestudent; Intelligenz; Klugheit; Prädiktor; Socialisation; Sozialisation; Lernen; Schülerverhalten; Learning theory; Lerntheorie; Auslese; Deutschland
Abstract	Epistemological beliefs are subjective theories on the structure and acquisition of knowledge. Using data collected in the final year of high school (Time 1) and early in the college career (Time 2) as part of a large-scale longitudinal study, we examined the relationship of beliefs in the certainty of knowledge with school achievement and choice of college majors in Germany. In line with our hypothesis, students high on certainty beliefs showed lower school achievement at Time 1, even when controlling for indicators of intelligence and family background. Certainty beliefs also predicted the choice of future fields of study at college (self-selection hypothesis) and were shaped by enrolment in specific fields of study at college (socialization hypothesis). (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10