Testing a Combined Perspective of Personal Epistemology Positions and Traits Using a Person-Centered Approach

• In Event: Poster Session 2
  In Poster Session: Advances in the Study of Epistemic Beliefs and Their Impact on Student and Teacher Outcomes

Abstract

Research in personal epistemology includes many perspectives on students’ beliefs about knowledge. The current study empirically tested a combined theory of personal epistemology development (Greene, Azevedo, Torney-Purta, 2008) using cluster analysis. College engineering students (n = 919) completed personal epistemology surveys at the beginning and end of a semester. A six-cluster solution revealed four theoretically predicted epistemic positions (realist, dogmatist, skeptic, rationalist) and two unpredicted groups (moderate, uncommitted). Introductory students were more likely realists and less likely dogmatists than advanced students, but this difference disappeared over time. There was evidence for some theoretically predicted shifts in membership (skeptics to rationalists), but not others (dogmatists to rationalist). Dogmatists also earned lower grades than other students. Theoretical and educational implications are discussed.

Authors

• Michael M. Barger, Duke University

• Stephanie V. Wormington, Michigan State University

• Lisa Huettel, Duke University

• Lisa Linnenbrink-Garcia, Michigan State University