Integrating Personal Epistemology in Self-Regulated Learning

• In Event: 25.021 - Advances in Self-Regulated Learning: Considering Personal Epistemology, Metamotivational Monitoring, Intentional Conceptual Change, and Time Management

Abstract

Self-regulated learning (SRL) is defined as an event that unfolds during learning that is goal directed and includes cognitive, metacognitive, motivational, affective, and social components (Muis, Chevrier, & Singh, 2018). Personal epistemology, in broad terms, is the study of individuals’ thinking about knowledge and knowing (Hofer & Pintrich, 1997). As theoretical and empirical work in SRL began to flourish in the 1980s and 90s (Dinsmore, Alexander, & Loughlin, 2008), research in personal epistemology also began to gain attention among educational psychologists. Over the past several decades, researchers theorizing about SRL (Winne & Hadwin, 1998) and personal epistemology (Hofer & Pintrich, 1997; Schommer, 1990) began to merge the two lines of research to evaluate how individuals’ beliefs about knowledge and knowing–their epistemic beliefs–related to various facets of SRL. Early research that explored relations between epistemic beliefs and SRL found that epistemic beliefs predict: how individuals approach mathematics problems (Muis, 2008); reading comprehension standards (Ryan, 1984); self-reported use of learning strategies during learning (Dahl, Bals, & Turi, 2005), and metacognitive monitoring during online learning (Hofer, 2004).

Based on the growing body of research that emerged to explore the intersection of these two constructs, theorists began to realize that one influential learner characteristic that plays an important role in SRL includes individuals’ epistemic beliefs (Hofer & Pintrich, 1997). To more formally integrate personal epistemology into models of SRL, Muis (2007) developed a theoretical model that delineates how and why epistemic beliefs relate to various facets of SRL. Since 2007, over 300 empirical studies have been published that explore relations between some facet of personal epistemology and SRL. Additionally, conceptualizations of personal epistemology have evolved over time and include more facets such as epistemic aims and values, epistemic achievements, and reliable and unreliable processes for achieving epistemic aims (Chinn, Buckland, & Samarapungavan, 2011); epistemic motivation (Kruglanski, 2013); epistemic cognition and epistemic metacognition (Barzilai & Zohar, 2014), and epistemic strategies, to name a few.

Accordingly, what I present in this paper is an integrated conceptualization of personal epistemology, which is informed by current theories of epistemic cognition (Chinn et al., 2011) and epistemic metacognition (Barzilai & Zohar, 2014). Specifically, I propose four global facets of personal epistemology: epistemic cognition, epistemic metacognition, epistemic motivation, and epistemic emotions (Muis & Singh, 2018). Each of these facets of personal epistemology are central mechanisms that drive SRL but are also a regulated aspect during learning. For the paper, I will begin with a description of the four facets of personal epistemology. I will then delineate an integrated theoretical model of personal epistemology and SRL and describe how each facet of personal epistemology may facilitate or constrain SRL. Empirical work will be presented that supports hypothesized relations between each of the four facets of personal epistemology and SRL. Future directions for research will be delineated that tap into areas that have yet to be explored. I will end with implications for educational practice.

Author

• Krista R. Muis, McGill University