The Role of Epistemic Beliefs in Self-Regulated Learning

Abstract

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.

Acknowledgments

I thank Gale Sinatra and the two anonymous reviewers for their thoughtful insights and suggestions to improve this article. I also thank my dissertation committee members, Philip Winne, Jack Martin, and Sen Campbell, for initially posing the question “What role do epistemic beliefs play in self-regulated learning?” for my comprehensive exam. My answer is published. Does this count as a pass? Finally, I thank Sandra Muis, my mom, for flying out to take care of my daughter Addison during the weeks it took me to revise and hone the ideas expressed herein.