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dc.contributor.authorLonka, Kirsti
dc.contributor.authorKetonen, Elina
dc.contributor.authorVermunt, Jan D.
dc.date.accessioned2021-04-30T15:28:24Z
dc.date.available2021-04-30T15:28:24Z
dc.date.issued2020-07-04
dc.identifier.issn0018-1560
dc.identifier.others10734-020-00575-6
dc.identifier.other575
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/321774
dc.description.abstractAbstract: 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.
dc.languageen
dc.publisherSpringer Netherlands
dc.subjectArticle
dc.subjectEpistemic beliefs
dc.subjectEpistemic profiles
dc.subjectEpistemic cognition
dc.subjectApproaches to learning
dc.subjectConceptions of learning
dc.subjectAcademic performance
dc.subjectAcademic achievement
dc.subjectCluster analysis
dc.subjectLatent profile analysis
dc.subjectConfirmatory factor analysis
dc.subjectUniversity students
dc.subjectTeacher education
dc.subjectEngineering education
dc.subjectHigher education
dc.titleUniversity students’ epistemic profiles, conceptions of learning, and academic performance
dc.typeArticle
dc.date.updated2021-04-30T15:28:24Z
prism.endingPage793
prism.issueIdentifier4
prism.publicationNameHigher Education
prism.startingPage775
prism.volume81
dc.identifier.doi10.17863/CAM.69231
rioxxterms.versionofrecord10.1007/s10734-020-00575-6
rioxxterms.versionVoR
rioxxterms.licenseref.urihttp://creativecommons.org/licenses/by/4.0/
dc.contributor.orcidLonka, Kirsti [0000-0001-5487-3964]
dc.identifier.eissn1573-174X
pubs.funder-project-idKulttuurin ja Yhteiskunnan Tutkimuksen Toimikunta (308352)
pubs.funder-project-idAcademy of Finland (318353)
pubs.funder-project-idJenny ja Antti Wihurin Rahasto (Professor Pool)
pubs.funder-project-idStrategic Research Council (327242)


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