Marilyn K. Easter

Ways of Knowing and Epistemological Beliefs: Combined effect on academic performance

To obtain a more complete understanding of personal epistemology this study examines two epistemic paradigms – ways of knowing (specifically connected knowing and separate knowing) and epistemological beliefs (specifically beliefs about knowledge structure, knowledge stability, learning speed, and learning ability). Participants were 107 college students who completed questionnaires that assessed ways of knowing and epistemological beliefs. Multivariate analysis of variance revealed that men score significantly higher on separate knowing. Path analyses revealed that the effects of ways of knowing on academic performance are mediated by belief in the speed of learning.

Epistemological Beliefs' Contributions to Study Strategies of Asian Americans and European Americans.

Given the increasingly culturally diverse composition of students in American classrooms, understanding the nature of cultural differences is necessary to generate effective instructional interventions. This study examines the individual differences in epistemological beliefs, ways of knowing, study strategies, and academic performance among different cultural groups. These cultural groups include European Americans (Americans of European ancestry) and first and successive generations of Asian Americans. College junior and senior business majors completed instruments assessing epistemological beliefs, ways of knowing, and study strategies. Multivariate analyses of variances revealed significant differences among cultural groups in 5 study strategies (low anxiety, selecting main ideas, testing strategies, high motivation, and information processing), course grades, and reading comprehension. Regression analyses revealed that beliefs about learning speed, knowledge construction, characteristics of successful students, and separate knowing contributed to cultural differences. This study highlights the need to avoid strong stereotyping and to consider individual differences in the classroom.