Epistemic Beliefs: Setting the Standards for Self-Regulated Learning

Autor/inn/en	Muis, Krista R.; Franco, Gina M.
Titel	Epistemic Beliefs: Setting the Standards for Self-Regulated Learning
Quelle	In: Contemporary Educational Psychology, 34 (2009) 4, S.306-318 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2009.06.005
Schlagwörter	Relationship; Undergraduate Students; Epistemology; Beliefs; Educational Objectives; Learning Strategies; Academic Achievement; Hypothesis Testing; Independent Study; Structural Equation Models; Questionnaires + Suchen Sie Ihr Suchwort? Wechselbeziehung; Erkenntnistheorie; Belief; Glaube; Educational objective; Bildungsziel; Erziehungsziel; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulleistung; Hypothesenprüfung; Hypothesentest; Selbststudium; Fragebogen
Abstract	Relations were examined between epistemic beliefs, achievement goals, learning strategies, and achievement. We sought to empirically test Muis' [Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. "Educational Psychologist," 42, 173-190] hypothesis that epistemic beliefs influence processes of self-regulated learning via the standards students set for learning once goals are produced. Two hundred one undergraduate students from an educational psychology course completed questionnaires designed to measure the various constructs. Students' final grades were also collected at the end of the semester. Students' recollections of course tasks revealed that their epistemic beliefs are activated during learning. Results from structural equation modeling revealed epistemic beliefs influenced the types of achievement goals students adopted, which subsequently influenced the types of learning strategies they used in their education course, and their achievement. Moreover, achievement goals mediated relations between epistemic beliefs and learning strategies, and learning strategies mediated relations between achievement goals and achievement. (Contains 2 figures and 2 tables.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10