University students’ epistemic profiles, conceptions of learning, and academic performance
University students’ epistemic beliefs may have practical consequences for studying and success in higher education. Such beliefs constitute epistemic theories that may empirically manifest themselves as epistemic profiles. This study examined university students’ epistemic profiles and their relati...
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| Veröffentlicht in: | Higher education 2021-04, Vol.81 (4), p.775-793 |
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| creator | Lonka, Kirsti Ketonen, Elina Vermunt, Jan D. |
| description | University students’ epistemic beliefs may have practical consequences for studying and success in higher education. Such beliefs constitute epistemic theories that may empirically manifest themselves as epistemic profiles. This study examined university students’ epistemic profiles and their relations to conceptions of learning, age, gender, discipline, and academic achievement. The participants were 1515 students from five faculties who completed questionnaires about epistemic beliefs, including a subsample who also completed a questionnaire that included conceptions of learning. We measured epistemic beliefs: reflective learning, collaborative knowledge-building, valuing metacognition, certain knowledge, and practical value. First, we analyzed structural validity by using confirmatory factor analysis. Second, we conducted latent profile analysis that revealed three epistemic profiles: Pragmatic (49%), reflective-collaborative (26%) and fact-oriented (25%). Then, we compared the conceptions of learning across the profiles as well as demographic information, credits, and grades. The profiles’conceptions of learning varied: The reflective-collaborative group scored high on conception of learning named “construction of knowledge.” Its members were more likely to be females, teachers, and mature students, and they had the highest academic achievement. The fact-oriented group (mostly engineering/science students) scored highest on “intake of knowledge.” The pragmatic group scored highest on “use of knowledge:” During the second year, their academic achievement improved. In sum, the epistemic profiles were closely related to conceptions of learning and also associated with academic achievement. |
| doi_str_mv | 10.1007/s10734-020-00575-6 |
| format | Article |
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Such beliefs constitute epistemic theories that may empirically manifest themselves as epistemic profiles. This study examined university students’ epistemic profiles and their relations to conceptions of learning, age, gender, discipline, and academic achievement. The participants were 1515 students from five faculties who completed questionnaires about epistemic beliefs, including a subsample who also completed a questionnaire that included conceptions of learning. We measured epistemic beliefs: reflective learning, collaborative knowledge-building, valuing metacognition, certain knowledge, and practical value. First, we analyzed structural validity by using confirmatory factor analysis. Second, we conducted latent profile analysis that revealed three epistemic profiles: Pragmatic (49%), reflective-collaborative (26%) and fact-oriented (25%). Then, we compared the conceptions of learning across the profiles as well as demographic information, credits, and grades. The profiles’conceptions of learning varied: The reflective-collaborative group scored high on conception of learning named “construction of knowledge.” Its members were more likely to be females, teachers, and mature students, and they had the highest academic achievement. The fact-oriented group (mostly engineering/science students) scored highest on “intake of knowledge.” The pragmatic group scored highest on “use of knowledge:” During the second year, their academic achievement improved. In sum, the epistemic profiles were closely related to conceptions of learning and also associated with academic achievement.</description><identifier>ISSN: 0018-1560</identifier><identifier>EISSN: 1573-174X</identifier><identifier>DOI: 10.1007/s10734-020-00575-6</identifier><language>eng</language><publisher>Dordrecht: Springer Science + Business Media</publisher><subject>Academic Achievement ; Academic disciplines ; Beliefs ; Beliefs, opinions and attitudes ; Collaboration ; Collaborative learning ; College Credits ; College Students ; Colleges & universities ; Confirmatory factor analysis ; Cooperative learning ; Education ; Educational Attitudes ; Elementary school students ; Epistemology ; Factor analysis ; Gender Differences ; Grades (Scholastic) ; Higher Education ; Knowledge ; Learning ; Learning Processes ; Mature students ; Metacognition ; Pragmatics ; Profiles ; Psychological aspects ; Questionnaires ; Reflective learning ; Reflective teaching ; Semiotics ; Student Attitudes ; Student teacher relationship ; Teachers ; University students</subject><ispartof>Higher education, 2021-04, Vol.81 (4), p.775-793</ispartof><rights>The Author(s) 2020</rights><rights>COPYRIGHT 2021 Springer</rights><rights>The Author(s) 2020. 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Such beliefs constitute epistemic theories that may empirically manifest themselves as epistemic profiles. This study examined university students’ epistemic profiles and their relations to conceptions of learning, age, gender, discipline, and academic achievement. The participants were 1515 students from five faculties who completed questionnaires about epistemic beliefs, including a subsample who also completed a questionnaire that included conceptions of learning. We measured epistemic beliefs: reflective learning, collaborative knowledge-building, valuing metacognition, certain knowledge, and practical value. First, we analyzed structural validity by using confirmatory factor analysis. Second, we conducted latent profile analysis that revealed three epistemic profiles: Pragmatic (49%), reflective-collaborative (26%) and fact-oriented (25%). Then, we compared the conceptions of learning across the profiles as well as demographic information, credits, and grades. 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education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Lonka, Kirsti</au><au>Ketonen, Elina</au><au>Vermunt, Jan D.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1299376</ericid><atitle>University students’ epistemic profiles, conceptions of learning, and academic performance</atitle><jtitle>Higher education</jtitle><stitle>High Educ</stitle><date>2021-04-01</date><risdate>2021</risdate><volume>81</volume><issue>4</issue><spage>775</spage><epage>793</epage><pages>775-793</pages><issn>0018-1560</issn><eissn>1573-174X</eissn><abstract>University students’ epistemic beliefs may have practical consequences for studying and success in higher education. Such beliefs constitute epistemic theories that may empirically manifest themselves as epistemic profiles. This study examined university students’ epistemic profiles and their relations to conceptions of learning, age, gender, discipline, and academic achievement. The participants were 1515 students from five faculties who completed questionnaires about epistemic beliefs, including a subsample who also completed a questionnaire that included conceptions of learning. We measured epistemic beliefs: reflective learning, collaborative knowledge-building, valuing metacognition, certain knowledge, and practical value. First, we analyzed structural validity by using confirmatory factor analysis. Second, we conducted latent profile analysis that revealed three epistemic profiles: Pragmatic (49%), reflective-collaborative (26%) and fact-oriented (25%). Then, we compared the conceptions of learning across the profiles as well as demographic information, credits, and grades. The profiles’conceptions of learning varied: The reflective-collaborative group scored high on conception of learning named “construction of knowledge.” Its members were more likely to be females, teachers, and mature students, and they had the highest academic achievement. The fact-oriented group (mostly engineering/science students) scored highest on “intake of knowledge.” The pragmatic group scored highest on “use of knowledge:” During the second year, their academic achievement improved. In sum, the epistemic profiles were closely related to conceptions of learning and also associated with academic achievement.</abstract><cop>Dordrecht</cop><pub>Springer Science + Business Media</pub><doi>10.1007/s10734-020-00575-6</doi><tpages>19</tpages><orcidid>https://orcid.org/0000-0001-5487-3964</orcidid><oa>free_for_read</oa></addata></record> |
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| source | Education Source (EBSCOhost); Springer Nature - Complete Springer Journals; PAIS Index |
| subjects | Academic Achievement Academic disciplines Beliefs Beliefs, opinions and attitudes Collaboration Collaborative learning College Credits College Students Colleges & universities Confirmatory factor analysis Cooperative learning Education Educational Attitudes Elementary school students Epistemology Factor analysis Gender Differences Grades (Scholastic) Higher Education Knowledge Learning Learning Processes Mature students Metacognition Pragmatics Profiles Psychological aspects Questionnaires Reflective learning Reflective teaching Semiotics Student Attitudes Student teacher relationship Teachers University students |
| title | University students’ epistemic profiles, conceptions of learning, and academic performance |
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