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Topic specific epistemic beliefs: Extending the Theory of Integrated Domains in Personal Epistemology
ARTICLE

, Faculty of Economics and Social Sciences, Germany ; , Leibniz Institute for Psychology Information, Germany ; , Department of Educational and Counselling Psychology, Canada ; , , Faculty of Economics and Social Sciences, Germany

Learning and Instruction Volume 56, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Two studies were conducted to extend the Theory of Integrated Domains in Epistemology framework (TIDE; Muis, Bendixen, & Haerle, 2006) with regard to the level of topic-specificity and to empirically test crucial aspects of this extension. In Study 1, 212 student teachers were surveyed on their general and topic-specific absolute beliefs regarding eleven topics. Topic familiarity and students’ teaching subjects were investigated as person-specific context factors. In Study 2, domain-specific and topic-specific multiplistic beliefs of 365 student teachers were investigated. The topic-specific context was experimentally manipulated; Students were presented with four texts on educational research whose content (invariant over the conditions) allegedly originated from a layperson, an expert, or a scientist. The results provide evidence for the assumption of a reciprocal influence between topic-specific and more general epistemic beliefs. Furthermore, we found substantial effects of topic-related contextual factors on topic-specific epistemic beliefs. Implications for theory and suggestions for future empirical research are discussed.

Citation

Merk, S., Rosman, T., Muis, K.R., Kelava, A. & Bohl, T. (2018). Topic specific epistemic beliefs: Extending the Theory of Integrated Domains in Personal Epistemology. Learning and Instruction, 56(1), 84-97. Elsevier Ltd. Retrieved May 30, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2018.04.008

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