Are Epistemic Profiles Associated With Differences in Dissonance Negotiation and Belief Change Among Service-Learning Participants?

• In Event: Students' Epistemic Cognition

Abstract

Service-learning can lead students to develop more complex perspectives on social issues by facilitating experiences that conflict with their existing beliefs and assumptions. However, not all students productively negotiate the cognitive dissonance that accompanies such experiences. The current study examines whether epistemic cognition is associated with differences in service-learning participants’ dissonance negotiation and subsequent belief change. A latent profile analysis of students’ epistemic beliefs and motivation resulted in three epistemic profiles: Realists, Rationalists, and Skeptics. Results of multi-method analyses provide initial evidence of epistemic differences in dissonance negotiation and belief change. For example, Realists were more likely to disengage from the dissonance negotiation process and were less likely to change their beliefs about inequality than students in other epistemic profiles.

Author

• Amanda R. Baker, Iowa State University