Epistemic Beliefs and Achievement Goal Orientations: Relations between Constructs versus Personal Profiles

Autor/inn/en	Madjar, Nir; Weinstock, Michael; Kaplan, Avi
Titel	Epistemic Beliefs and Achievement Goal Orientations: Relations between Constructs versus Personal Profiles
Quelle	In: Journal of Educational Research, 110 (2017) 1, S.32-49 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2015.1034353
Schlagwörter	Epistemology; Learning Strategies; Goal Orientation; Student Attitudes; Beliefs; Achievement Need; Junior High School Students; Grade 7; Grade 9; Grade 11; Foreign Countries; Student Surveys; Mathematics; History; Questionnaires; Failure; Fear; Factor Analysis; Mastery Learning; Statistical Analysis; Israel + Suchen Sie Ihr Suchwort? Erkenntnistheorie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zielorientierung; Zielvorstellung; Schülerverhalten; Belief; Glaube; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Ausland; Schülerbefragung; Mathematik; Geschichte; Geschichtsdarstellung; Fragebogen; Furcht; Faktorenanalyse; Statistische Analyse
Abstract	Research has found students' epistemic beliefs to predict their achievement goal orientations. Much of this research emerged from the dimensional approach of epistemic beliefs, which hypothesized a relationship between particular independent dimensions of epistemic beliefs with different achievement goals. Research in this approach has primarily applied a variable-centered approach to investigating these relations. The authors adopt an alternative conceptualization of epistemic beliefs, which considers epistemic beliefs and achievement goals as orthogonal to each other, and which favors a profile-centered approach to researching their relations. They hypothesized that while a variable-centered analysis would identify relations between epistemic beliefs and achievement goal orientations, a profile-centered analysis would demonstrate the independence of these psychological constructs. In three studies with high school students (ns = 256, 149, 250) the authors demonstrate that epistemic beliefs and achievement goals form different personal profiles that are differentially related to learning strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01