Epistemological Belief and Learning Approaches of Students in Higher Institutions of Learning in Malaysia

Autor/inn/en	Ismail, Habsah; Hassan, Aminuddin; Muhamad, Mohd. Mokhtar; Ali, Wan Zah Wan; Konting, Mohd. Majid
Titel	Epistemological Belief and Learning Approaches of Students in Higher Institutions of Learning in Malaysia
Quelle	In: International Journal of Instruction, 6 (2013) 1, S.139-150 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Foreign Countries; Measures (Individuals); Epistemology; Learning Strategies; Beliefs; Investigations; Questionnaires; Ethnic Diversity; Gender Differences; Specialization; Cognitive Style; Institutional Characteristics; Student Characteristics; Correlation; Performance Factors; Student Attitudes; College Students; Malaysia; Study Process Questionnaire + Suchen Sie Ihr Suchwort? Ausland; Messdaten; Erkenntnistheorie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Belief; Glaube; Untersuchung; Fragebogen; Geschlechterkonflikt; Arbeitsteilige Spezialisierung; Cognitive styles; Kognitiver Stil; Korrelation; Leistungsindikator; Schülerverhalten; Collegestudent
Abstract	This is an investigation of the students' beliefs about the nature of knowledge or epistemological beliefs, and the relation of these beliefs on their learning approaches. Students chosen as samples of the study were from both public and private higher institutions of learning in Malaysia. The instrument used in the study consists of 49 items measuring students' epistemological beliefs and 20 items on their learning approaches. Items on epistemological belief were adapted and modified from Schommer's Epistemological Questionnaire (1990) and Schraw, Bendixen and Dunkle (2000) Epistemic Beliefs Inventory that assesses students' beliefs about simple knowledge, certain knowledge, quick learning, and fixed ability to learn. Items on learning approaches were adapted from Bigg's forty-two-item Study Process Questionnaire (SPQ), designed for tertiary-level students. The instrument was administered to 1405 students of higher institutions of learning both public and private. Differences in epistemological beliefs among students of these higher institutions, ethnic and between genders were examined. (As Provided).
Anmerkungen	International Journal of Instruction. Usak University, College of Education, Ankara Izmir Yolu, 1 Eylul Kampusu, Usak, 64200, Turkey. Tel: +90-5357355455; e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01