Krista R. Muis

Personal Epistemology and Mathematics: A Critical Review and Synthesis of Research

This review critically examines 33 studies on students’ epistemological beliefs about mathematics. Five categories were identified: beliefs about mathematics, development of beliefs, effects of beliefs on behavior, domain differences, and changing beliefs. Studies examining beliefs about mathematics revealed consistent patterns of nonavailing beliefs at all educational levels. Mathematics instructional environments were inferred to influence the development of beliefs about mathematics. All studies revealed significant relationships between beliefs and cognition, motivation, and academic achievement. Descriptive studies found relationships between beliefs and learning behaviors. Studies examining domain differences found significant variations in beliefs across disciplines. Studies focusing on changing beliefs were successful, which was attributed to appropriate changes in instructional style. The article concludes with suggestions for future research.

The Role of Epistemic Beliefs in Self-Regulated Learning

The purpose of this article is to present an integrated theoretical model between epistemic beliefs and self-regulated learning. Based on a review of various theoretical frameworks, models, and empirical studies that have examined relations between the two constructs, this article discusses the role of epistemic beliefs in self-regulated learning. Four propositions are presented: (a) epistemic beliefs are one component of the cognitive and affective conditions of a task, (b) epistemic beliefs influence the standards students set when goals are produced, (c) epistemic beliefs translate into epistemological standards that serve as inputs to metacognition, and (d) self-regulated learning may play a role in the development of epistemic beliefs. The goal of this article is to provide a foundation from which to improve understanding of the nature of epistemic beliefs and why they can facilitate or constrain facets of self-regulated learning.

Using a multitrait-multimethod analysis to examine conceptual similarities of three self-regulated learning inventories

BACKGROUND A programme of construct validity research is necessary to clarify previous research on self-regulation and to provide a stronger basis for future research. AIM A multitrait-multimethod (MTMM) analysis was conducted to assess convergent and discriminant validity of three self-regulation measures: the Learning and Study Strategies Inventory (LASSI; Weinstein, 1987), the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich, Smith, Garcia, & McKeachie, 1993) and the Meta-cognitive Awareness Inventory (MAI; Schraw & Dennison, 1994). Method bias across all three inventories was also examined. SAMPLE AND METHOD Three hundred and eighteen undergraduate university students (255 female, 61 male, 2 did not specify) were recruited from various courses to participate in research on perceptions about studying and study methods. Participants spent 30-60 minutes completing all three inventories. RESULTS Evidence for convergent validity was found at the matrix level, but was attenuated when examined at the individual parameter level. Evidence for discriminant validity among traits was modest, and common method bias was evident across all three measures. CONCLUSIONS Results revealed the three inventories yielded different results, which suggests that researchers should be selective in the inventory they use to assess self-regulated learning (SRL).

The Role of Epistemic Beliefs in Students’ Self-Regulated Learning With Computer-Based Learning Environments: Conceptual and Methodological Issues

Users benefit most from computer-based learning environments (CBLEs) when they are adept at self-regulated learning (SRL). Learner characteristics, such as epistemic beliefs, influence SRL processing. Therefore, research into learning with CBLEs must account for interactions between epistemic beliefs and SRL. In this article we integrate epistemic belief frameworks and models of SRL, and we argue that both phenomena should be modeled as a dynamic series of events. Such modeling allows for an examination of how various epistemic beliefs may be activated and deactivated through the process of self-regulation. We also show how CBLEs can be used to measure epistemic beliefs in novel ways and study how epistemic beliefs and SRL interact. Finally, we identify areas for future research and educational implications.

The Impact of Block Scheduling on Student Motivation and Classroom Practice in Mathematics

Results are presented from a mixed-method investigation into the effects of Block Schedule on student self-efficacy, attitude, and instructional practices within the context of mathematics. Students exposed to block schedule showed no change in attitude toward mathematics, whereas those on a traditional schedule demonstrated a significant decrease. Students on block schedule also made significantly greater gains in self-efficacy. If reformed teacher practice is a goal of transitioning to block schedule, results point to a critical need for professional development.

To master or perform? Exploring relations between achievement goals and conceptual change learning

BACKGROUND Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing. AIMS To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol. SAMPLE AND METHOD Seventy-three undergraduate students were assessed on their prior knowledge and misconceptions about Newtonian mechanics, and then reported their achievement goals and participated in think-aloud protocols while reading Newtonian physics texts. RESULTS A mastery-approach goal orientation positively predicted deep processing strategies, shallow processing strategies, and conceptual change. In contrast, a performance-approach goal orientation did not predict either of the processing strategies, but negatively predicted conceptual change. A performance-avoidance goal orientation negatively predicted deep processing strategies and conceptual change. Moreover, deep and shallow processing strategies positively predicted conceptual change as well as recall. Finally, both deep and shallow processing strategies mediated relations between mastery-approach goals and conceptual change. CONCLUSION Results provide some support for Dole and Sinatras (1998) Cognitive Reconstruction of Knowledge Model of conceptual change but also challenge specific facets with regard to the role of depth of processing in conceptual change.

University Cultures and Epistemic Beliefs: Examining Differences Between Two Academic Environments

The purpose of this study was to examine how epistemic beliefs might differ between students sampled from culturally different academic institutions from two culturally similar countries. Undergraduate students were sampled from Simon Fraser University (SFU) in Canada and from the University of Nevada, Las Vegas (UNLV) in the USA. To examine differences across the five proposed dimensions in Schommer’s (1990) multidimensional model, students completed Schraw et al.’s (2002) Epistemological Beliefs Questionnaire. Analyses of course syllabi and classroom observations were also conducted. Quantitative results revealed that SFU students espoused more constructivist epistemic beliefs. Course content and syllabi analyses and classroom observations revealed similarities across the two universities. Differences were found, however, in course design. SFU students participated in course-required tutorial sessions that included constructivist activities. We interpret the differences we found in students’ epistemic beliefs are a result of the tutorial component required at SFU.

Identity and Epistemic Emotions During Knowledge Revision: A Potential Account for the Backfire Effect

Recent research has shown that for some topics, messages to refute and revise misconceptions may backfire. The current research offers one possible account for this backfire effect (i.e., the ironic strengthening of belief in erroneous information after an attempted refutation) from an educational psychology perspective and examines whether emotions mediate the relationship between self-concept and learning from refutation texts. In an experimental design, 120 undergraduate students responded to a questionnaire focused on their dietary self-concept and were randomly assigned to read an expository or refutation text on the topic of genetically modified foods. Immediately after reading, participants self-reported their emotions followed by completing post-test measures of their knowledge and attitudes of the topic. Results showed an interaction between self-concept and text condition on emotions wherein self-concept predicted negative emotions (i.e., confusion, anxiety, frustration) while reading a refutation text specifically. Further, negative emotions significantly mediated relations between self-concept and post-test knowledge and attitudes. Implications for educational design and future research are discussed.

The Interactive Effects of Personal Achievement Goals and Performance Feedback in an Undergraduate Science Class.

The authors explored whether manipulating feedback influenced cognition, motivation, and achievement in an undergraduate chemistry course. They measured students’ (N = 250) achievement goals, test anxiety, self-efficacy, and metacognitive strategy use at the beginning and end of the semester. After completing the first set of questionnaires, students were randomly assigned to 1 of 4 conditions: (a) control, (b) mastery feedback, (c) performance-approach feedback, and (d) combined mastery/performance-approach feedback. In each condition, students received a raw performance score for each weekly quiz they completed online and, for the treatment conditions, additional feedback reflective of that specific feedback condition. Results provide evidence for the multiple goals perspective (specialized pattern) wherein performance-oriented feedback was beneficial for some outcomes, whereas mastery feedback was beneficial for other outcomes.

Measuring emotions during epistemic activities: the Epistemically-Related Emotion Scales

ABSTRACT Measurement instruments assessing multiple emotions during epistemic activities are largely lacking. We describe the construction and validation of the Epistemically-Related Emotion Scales, which measure surprise, curiosity, enjoyment, confusion, anxiety, frustration, and boredom occurring during epistemic cognitive activities. The instrument was tested in a multinational study of emotions during learning from conflicting texts (N = 438 university students from the United States, Canada, and Germany). The findings document the reliability, internal validity, and external validity of the instrument. A seven-factor model best fit the data, suggesting that epistemically-related emotions should be conceptualised in terms of discrete emotion categories, and the scales showed metric invariance across the North American and German samples. Furthermore, emotion scores changed over time as a function of conflicting task information and related significantly to perceived task value and use of cognitive and metacognitive learning strategies.