Specificity of epistemic beliefs across school subject domains

References

• Arbuckle, J. L. (2017). IBM SPSS Amos 25 user’s guide. IBM SPSS.
   Google Scholar
• Barzilai, S., & Weinstock, M. (2015). Measuring epistemic thinking within and across topics: A scenario-based approach. Contemporary Educational Psychology, 42(1), 141–158. https://doi.org/10.1016/j.cedpsych.2015.06.006
   Web of Science ®Google Scholar
• Barzilai, S., & Zohar, A. (2014). Reconsidering personal epistemology as metacognition: A multifaceted approach to the analysis of epistemic thinking. Educational Psychologist, 49(1), 13–35. https://doi.org/10.1080/00461520.2013.863265
   Web of Science ®Google Scholar
• Bendixen, L. D., & Rule, D. C. (2004). An integrative approach to personal epistemology: A guiding model. Educational Psychologist, 39(1), 69–80. https://doi.org/10.1207/s15326985ep3901_7
   Web of Science ®Google Scholar
• Biglan, A. (1973). The characteristics of subject matter in different academic areas. Journal of Applied Psychology, 57(3), 195–203. https://doi.org/10.1037/h0034701
   Web of Science ®Google Scholar
• Bong, M., & Hong, S. (2010). Multitrait–multimethod designs. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (pp. 111–119). Elsevier. https://doi.org/10.1016/B978-0-08-044894-7.00288-8
   Google Scholar
• Bråten, I., Brandmo, C., & Kammerer, Y. (2019). A validation study of the internet-specific epistemic justification inventory with Norwegian preservice teachers. Journal of Educational Computing Research, 57(4), 877–900. https://doi.org/10.1177/0735633118769438
   Web of Science ®Google Scholar
• Bråten, I., & Strømsø, H. I. (2004). Epistemological beliefs and implicit theories of intelligence as predictors of achievement goals. Contemporary Educational Psychology, 29(4), 371–388. https://doi.org/10.1016/j.cedpsych.2003.10.001
   Web of Science ®Google Scholar
• Buehl, M. M., Alexander, P. A., & Murphy, P. K. (2002). Beliefs about schooled knowledge: Domain specific or domain general? Contemporary Educational Psychology, 27(3), 415–449. https://doi.org/10.1006/ceps.2001.1103
   Web of Science ®Google Scholar
• Campbell, D. T., & Fiske, D. W. (1959). Convergent and discriminant validation by the multitrait-multimethod matrix. Psychological Bulletin, 56(2), 81–105. https://doi.org/10.1037/h0046016
   PubMed Web of Science ®Google Scholar
• Cheng, C. H., Bråten, I., Yang, F. Y., & Brandmo, C. (2021). Investigating structural relationships among upper‐secondary school students’ beliefs about knowledge, justification for knowing, and Internet‐specific justification in the domain of science. Journal of Research in Science Teaching, 58(7), 980–1009. https://doi.org/10.1002/tea.21689
   Web of Science ®Google Scholar
• Cheng, K.-H. (2018). Surveying students’ conceptions of learning science by augmented reality and their scientific epistemic beliefs. EURASIA Journal of Mathematics, Science and Technology Education, 14(4), 1147–1159. https://doi.org/10.29333/ejmste/81811
   Web of Science ®Google Scholar
• Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 9(2), 233–255. https://doi.org/10.1207/S15328007SEM0902_5
   Web of Science ®Google Scholar
• Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. Cognitive Science, 5(2), 121–152. https://doi.org/10.1207/s15516709cog0502_2
   Web of Science ®Google Scholar
• Clarebout, G., Elen, J., Luyten, L., & Bamps, H. (2001). Assessing epistemological beliefs: Schommer’s questionnaire revisited. Educational Research and Evaluation, 7(1), 53–77. https://doi.org/10.1076/edre.7.1.53.6927
   Google Scholar
• Conley, A. M., Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29(2), 186–204. https://doi.org/10.1016/j.cedpsych.2004.01.004
   Web of Science ®Google Scholar
• Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78(1), 98–104. https://doi.org/10.1037/0021-9010.78.1.98
   Web of Science ®Google Scholar
• DeBacker, T. K., Crowson, H. M., Beesley, A. D., Thoma, S. J., & Hestevold, N. L. (2008). The challenge of measuring epistemic beliefs: An analysis of three self-report instruments. The Journal of Experimental Education, 76(3), 281–312. https://doi.org/10.3200/JEXE.76.3.281-314
   Web of Science ®Google Scholar
• Depaepe, F., Corte, E. d., & Verschaffel, L. (2016). Mathematical epistemological beliefs. In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 147–164). Taylor and Francis.
   Google Scholar
• Donald, J. G. (1990). University professors’ views of knowledge and validation processes. Journal of Educational Psychology, 82(2), 242–249. https://doi.org/10.1037/0022-0663.82.2.242
   Web of Science ®Google Scholar
• Elby, A., Macrander, C., & Hammer, D. (2016). Epistemic cognition in science. In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 113–127). Taylor and Francis.
   Google Scholar
• Elder, A. D. (2002). Characterizing fifth grade students’ epistemological beliefs in science. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 347–364). Routledge.
   Google Scholar
• Feinkohl, I., Flemming, D., Cress, U., & Kimmerle, J. (2016). The impact of epistemological beliefs and cognitive ability on recall and critical evaluation of scientific information. Cognitive Processing, 17(2), 213–223. https://doi.org/10.1007/s10339-015-0748-z
   PubMed Web of Science ®Google Scholar
• Field, A. P. (2013). Discovering statistics using SPSS (4th ed.). Sage.
   Google Scholar
• Glutsch, N., & König, J. (2019). Pre-service teachers’ motivations for choosing teaching as a career: Does subject interest matter? Journal of Education for Teaching, 45(5), 494–510. https://doi.org/10.1080/02607476.2019.1674560
   Web of Science ®Google Scholar
• Greene, J. A., Cartiff, B. M., & Duke, R. F. (2018). A meta-analytic review of the relationship between epistemic cognition and academic achievement. Journal of Educational Psychology, 110(8), 1084–1111. https://doi.org/10.1037/edu0000263
   Web of Science ®Google Scholar
• Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25(4), 378–405. https://doi.org/10.1006/ceps.1999.1026
   PubMed Web of Science ®Google Scholar
• Hofer, B. K. (2004). Exploring the dimensions of personal epistemology in differing classroom contexts: Student interpretations during the first year of college. Contemporary Educational Psychology, 29(2), 129–163. https://doi.org/10.1016/j.cedpsych.2004.01.002
   Web of Science ®Google Scholar
• Hofer, B. K. (2006). Beliefs about knowledge and knowing: Integrating domain specificity and domain generality: A response to Muis, Bendixen, and Haerle (2006). Educational Psychology Review, 18(1), 67–76. https://doi.org/10.1007/s10648-006-9000-9
   Web of Science ®Google Scholar
• Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88–140. https://doi.org/10.2307/1170620
   Web of Science ®Google Scholar
• Hu, L-t., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
   Web of Science ®Google Scholar
• Iordanou, K., Muis, K. R., & Kendeou, P. (2019). Epistemic perspective and online epistemic processing of evidence: Developmental and domain differences. The Journal of Experimental Education, 87(4), 531–551. https://doi.org/10.1080/00220973.2018.1482857
   Web of Science ®Google Scholar
• Jehng, J.-C J., Johnson, S. D., & Anderson, R. C. (1993). Schooling and students’ epistemological beliefs about learning. Contemporary Educational Psychology, 18(1), 23–35. https://doi.org/10.1006/ceps.1993.1004
   Web of Science ®Google Scholar
• Kampa, N., Neumann, I., Heitmann, P., & Kremer, K. (2016). Epistemological beliefs in science—A person-centered approach to investigate high school students’ profiles. Contemporary Educational Psychology, 46(3), 81–93. https://doi.org/10.1016/j.cedpsych.2016.04.007
   Web of Science ®Google Scholar
• Karimi, M. N. (2014). Disciplinary variations in English domain-specific personal epistemology: Insights from disciplines differing along Biglan’s dimensions of academic domains classification. System, 44(3), 89–100. https://doi.org/10.1016/j.system.2014.03.002
   Web of Science ®Google Scholar
• King, P. M., & Kitchener, K. S. (Eds.) (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. Jossey-Bass.
   Google Scholar
• King, P. M., Kitchener, K. S., & Wood, P. (1994). Research on the reflective judgment model. In P. M. King & K. S. Kitchener (Eds.), Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults (pp. 24–202). Jossey-Bass.
   Google Scholar
• Kremer, K., Specht, C., Urhahne, D., & Mayer, J. (2014). The relationship in biology between the nature of science and scientific inquiry. Journal of Biological Education, 48(1), 1–8. https://doi.org/10.1080/00219266.2013.788541
   Web of Science ®Google Scholar
• Krist, C., Schwarz, C. V., & Reiser, B. J. (2019). Identifying essential epistemic heuristics for guiding mechanistic reasoning in science learning. Journal of the Learning Sciences, 28(2), 160–205. https://doi.org/10.1080/10508406.2018.1510404
   Web of Science ®Google Scholar
• Kuhn, T. S. (1962). The structure of scientific revolutions. University of Chicago Press.
   Google Scholar
• Lee, S. W. Y., Luan, H., Lee, M. H., Chang, H. Y., Liang, J. C., Lee, Y. H., Lin, T. J., Wu, A. H., Chiu, Y. J., & Tsai, C. C. (2021). Measuring epistemologies in science learning and teaching: A systematic review of the literature. Science Education, 105(5), 880–907. https://doi.org/10.1002/sce.21663
   Web of Science ®Google Scholar
• Lee, S. W.-Y., & Tsai, C.-C. (2012). Students’ domain-specific scientific epistemological beliefs: A comparison between biology and physics. Asia-Pacific Education Researcher, 21(2), 215–229.
   Web of Science ®Google Scholar
• Lin, Y.-C., Liang, J.-C., & Tsai, C.-C. (2012). The relationships between epistemic beliefs in biology and approaches to learning biology among biology-major university students in Taiwan. Journal of Science Education and Technology, 21(6), 796–807. https://doi.org/10.1007/s10956-012-9367-y
   Web of Science ®Google Scholar
• Lindfors, M., Winberg, M., & Bodin, M. (2019). The role of students’ scientific epistemic beliefs in computer-simulated problem solving. Scandinavian Journal of Educational Research, 63(1), 124–144. https://doi.org/10.1080/00313831.2017.1324907
   Web of Science ®Google Scholar
• Liu, P.-H., & Liu, S.-Y. (2011). A cross-subject investigation of college students’ epistemological beliefs of physics and mathematics. Asia-Pacific Education Researcher, 20(2), 336–351.
   Web of Science ®Google Scholar
• Löfström, E., & Pursiainen, T. (2015). Knowledge and knowing in mathematics and pedagogy: A case study of mathematics student teachers’ epistemological beliefs. Teachers and Teaching, 21(5), 527–542. https://doi.org/10.1080/13540602.2014.995476
   Web of Science ®Google Scholar
• Madjar, N., Weinstock, M., & Kaplan, A. (2017). Epistemic beliefs and achievement goal orientations: Relations between constructs versus personal profiles. The Journal of Educational Research, 110(1), 32–49. https://doi.org/10.1080/00220671.2015.1034353
   Web of Science ®Google Scholar
• Marra, R. M., & Palmer, B. (2008). Epistemologies of the sciences, humanities, and social sciences: Liberal arts students’ perceptions. The Journal of General Education, 57(2), 100–118. https://doi.org/10.1353/jge.0.0017
   Google Scholar
• McDonald, R. P., & Ho, M.-H R. (2002). Principles and practice in reporting structural equation analyses. Psychological Methods, 7(1), 64–82. https://doi.org/10.1037//1082-989X.7.1.64
   PubMed Web of Science ®Google Scholar
• Miguel-Revilla, D., Carril-Merino, T., & Sánchez-Agustí, M. (2021). An examination of epistemic beliefs about history in initial teacher training: A comparative analysis between primary and secondary education prospective teachers. The Journal of Experimental Education, 89(1), 54–73. https://doi.org/10.1080/00220973.2020.1718059
   Web of Science ®Google Scholar
• Muis, K. R., Bendixen, L. D., & Haerle, F. C. (2006). Domain-generality and domain-specificity in personal epistemology research: Philosophical and empirical reflections in the development of a theoretical framework. Educational Psychology Review, 18(1), 3–54. https://doi.org/10.1007/s10648-006-9003-6
   Web of Science ®Google Scholar
• Muis, K. R., & Franco, G. M. (2009). Epistemic beliefs: Setting the standards for self-regulated learning. Contemporary Educational Psychology, 34(4), 306–318. https://doi.org/10.1016/j.cedpsych.2009.06.005
   Web of Science ®Google Scholar
• Muis, K. R., Trevors, G., Duffy, M., Ranellucci, J., & Foy, M. J. (2016). Testing the TIDE: Examining the nature of students’ epistemic beliefs using a multiple methods approach. The Journal of Experimental Education, 84(2), 264–288. https://doi.org/10.1080/00220973.2015.1048843
   Web of Science ®Google Scholar
• OECD (2019). PISA 2018 assessment and analytical framework. OECD. https://doi.org/10.1787/b25efab8-en
   Google Scholar
• Paulsen, M. B., & Wells, C. T. (1998). Domain differences in the epistemological beliefs of college students. Research in Higher Education, 39(4), 365–384. https://doi.org/10.1023/A:1018785219220
   Web of Science ®Google Scholar
• Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. Holt, Rinehart and Winston.
   Google Scholar
• Pieschl, S., Stahl, E., & Bromme, R. (2008). Epistemological beliefs and self-regulated learning with hypertext. Metacognition and Learning, 3(1), 17–37. https://doi.org/10.1007/s11409-007-9008-7
   Web of Science ®Google Scholar
• Rösler, L., Zimmermann, F., Bauer, J., Möller, J., & Köller, O. (2013). Interessieren sich Lehramtsstudierende für bildungswissenschaftliche Studieninhalte? Eine Längsschnittstudie vom ersten bis zum vierten Semester [Are students in teacher training interested in educational-scientific contents? A longitudinal study covering the first four semesters]. Zeitschrift für Pädagogik, 59(1), 24–42. https://doi.org/10.3262/ZP1301024
   Google Scholar
• Rosman, T., Mayer, A.-K., Kerwer, M., & Krampen, G. (2017). The differential development of epistemic beliefs in psychology and computer science students: A four-wave longitudinal study. Learning and Instruction, 49(3), 166–177. https://doi.org/10.1016/j.learninstruc.2017.01.006
   Web of Science ®Google Scholar
• Rosman, T., Seifried, E., & Merk, S. (2020). Combining intra- and interindividual approaches in epistemic beliefs research. Frontiers in Psychology, 11, 580. https://doi.org/10.3389/fpsyg.2020.00570
   PubMed Web of Science ®Google Scholar
• Rott, B. (2021). Inductive and deductive justification of knowledge: Epistemological beliefs and critical thinking at the beginning of studying mathematics. Educational Studies in Mathematics, 106(1), 117–132. https://doi.org/10.1007/s10649-020-10004-1
   Web of Science ®Google Scholar
• Schiefer, J., Edelsbrunner, P. A., Bernholt, A., Kampa, N., & Nehring, A. (2022). Epistemic beliefs in science – A systematic integration of evidence from multiple studies. Educational Psychology Review, 34(3), 1541–1575. https://doi.org/10.1007/s10648-022-09661-w
   PubMed Web of Science ®Google Scholar
• Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498–504. https://doi.org/10.1037/0022-0663.82.3.498
   Web of Science ®Google Scholar
• Schommer, M. (1998). The influence of age and education on epistemological beliefs. British Journal of Educational Psychology, 68(4), 551–562. https://doi.org/10.1111/j.2044-8279.1998.tb01311.x
   Web of Science ®Google Scholar
• Schommer, M., & Walker, K. (1995). Are epistemological beliefs similar across domains? Journal of Educational Psychology, 87(3), 424–432. https://doi.org/10.1037/0022-0663.87.3.424
   Web of Science ®Google Scholar
• Schommer-Aikins, M., Mau, W.-C., Brookhart, S., & Hutter, R. (2000). Understanding middle students’ beliefs about knowledge and learning using a multidimensional paradigm. The Journal of Educational Research, 94(2), 120–127. https://doi.org/10.1080/00220670009598750
   Web of Science ®Google Scholar
• Schommer-Aikins, M., Duell, O. K., & Barker, S. (2003). Epistemological beliefs across domains using Biglan’s classification of academic disciplines. Research in Higher Education, 44(3), 347–366. https://doi.org/10.1023/A:1023081800014
   Web of Science ®Google Scholar
• Shavelson, R. J., & Marsh, H. W. (1986). On the structure of the self-concept. In R. Schwarzer (Ed.), Self-related cognitions in anxiety and motivation (pp. 305–330). Erlbaum.
   Google Scholar
• Shin, S., & Song, H.-D. (2016). Finding the optimal scaffoldings for learners’ epistemological beliefs during ill-structured problem solving. Interactive Learning Environments, 24(8), 2032–2047. https://doi.org/10.1080/10494820.2015.1073749
   Web of Science ®Google Scholar
• Simpson, A. (2017). The surprising persistence of Biglan’s classification scheme. Studies in Higher Education, 42(8), 1520–1531. https://doi.org/10.1080/03075079.2015.1111323
   Web of Science ®Google Scholar
• Stodolsky, S. S., Salk, S., & Glaessner, B. (1991). Student views about learning math and social studies. American Educational Research Journal, 28(1), 89–116. https://doi.org/10.2307/1162880
   Web of Science ®Google Scholar
• Stoecker, J. L. (1993). The Biglan classification revisited. Research in Higher Education, 34(4), 451–464. https://doi.org/10.1007/BF00991854
   Web of Science ®Google Scholar
• Stoel, G., Logtenberg, A., & Nitsche, M. (2022). Researching epistemic beliefs in history education: A review. Historical Encounters, 9(1), 11–34. https://doi.org/10.52289/hej9.102
   Google Scholar
• Stoel, G., Logtenberg, A., Wansink, B., Huijgen, T., van Boxtel, C., & van Drie, J. (2017). Measuring epistemological beliefs in history education: An exploration of naïve and nuanced beliefs. International Journal of Educational Research, 83, 120–134. https://doi.org/10.1016/j.ijer.2017.03.003
   Web of Science ®Google Scholar
• Strømsø, H. I., & Bråten, I. (2009). Beliefs about knowledge and knowing and multiple‐text comprehension among upper secondary students. Educational Psychology, 29(4), 425–445. https://doi.org/10.1080/01443410903046864
   Web of Science ®Google Scholar
• Thomm, E., Barzilai, S., & Bromme, R. (2017). Why do experts disagree? The role of conflict topics and epistemic perspectives in conflict explanations. Learning and Instruction, 52(3), 15–26. https://doi.org/10.1016/j.learninstruc.2017.03.008
   Web of Science ®Google Scholar
• Topcu, M. S. (2013). Preservice teachers’ epistemological beliefs in physics, chemistry, and biology: A mixed study. International Journal of Science and Mathematics Education, 11(2), 433–458. https://doi.org/10.1007/s10763-012-9345-0
   Web of Science ®Google Scholar
• Trautwein, U., & Lüdtke, O. (2007). Epistemological beliefs, school achievement, and college major: A large-scale longitudinal study on the impact of certainty beliefs. Contemporary Educational Psychology, 32(3), 348–366. https://doi.org/10.1016/j.cedpsych.2005.11.003
   Web of Science ®Google Scholar
• Tsai, C.-C., Jessie Ho, H. N., Liang, J.-C., & Lin, H.-M. (2011). Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students. Learning and Instruction, 21(6), 757–769. https://doi.org/10.1016/j.learninstruc.2011.05.002
   Web of Science ®Google Scholar
• Urhahne, D. (2006). Die Bedeutung domänenspezifischer epistemologischer Überzeugungen für Motivation, Selbstkonzept und Lernstrategien von Studierenden [The importance of domain-specific epistemological beliefs for students’ motivation, self-concept and learning strategies]. Zeitschrift für Pädagogische Psychologie, 20(3), 189–198. https://doi.org/10.1024/1010-0652.20.3.189
   Web of Science ®Google Scholar
• VanSledright, B., & Maggioni, L. (2016). Epistemic cognition in history. In J. A. Greene, W. A. Sandoval, & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 128–146). Taylor and Francis.
   Google Scholar
• Weinstock, M., Israel, V., Cohen, H. F., Tabak, I., & Harari, Y. (2020). Young schoolchildren’s epistemic development: A longitudinal qualitative study. Frontiers in Psychology, 11, 1475. https://doi.org/10.3389/fpsyg.2020.01475
   PubMed Web of Science ®Google Scholar
• Winberg, T. M., Hofverberg, A., & Lindfors, M. (2019). Relationships between epistemic beliefs and achievement goals: Developmental trends over grades 5–11. European Journal of Psychology of Education, 34(2), 295–315. https://doi.org/10.1007/s10212-018-0391-z
   Web of Science ®Google Scholar
• Yang, F.-Y., Bhagat, K. K., & Cheng, C.-H. (2019). Associations of epistemic beliefs in science and scientific reasoning in university students from Taiwan and India. International Journal of Science Education, 41(10), 1347–1365. https://doi.org/10.1080/09500693.2019.1606960
   Web of Science ®Google Scholar