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Predicting change in epistemological beliefs, reflective thinking and learning styles: a longitudinal study
1The University of the South Pacific, The Republic of Fiji Islands. phan_h@usp.ac.fj
The British Journal of Educational Psychology
|May 31, 2007
Summary
This study examined how epistemological beliefs, learning approaches, and reflective thinking impact academic performance in university students. Findings show that epistemological beliefs influence learning approaches, which in turn affect academic outcomes.
Area of Science:
- Educational Psychology
- Higher Education Studies
- Cognitive Science
Background:
- Limited research integrates epistemological beliefs, reflective thinking, and learning approaches.
- These three theoretical frameworks are crucial for understanding student academic success.
Purpose of the Study:
- To test two structural models examining the relationships between epistemological beliefs, learning approaches, reflective thinking, and academic performance.
- To investigate these relationships in tertiary students over a 12-month period.
Main Methods:
- Structural equation modeling (LISREL 8) was used to analyze data from 1,197 first-year Arts and second-year Mathematics students.
- Validated questionnaires measured epistemological beliefs (EQ), reflective thinking (RTQ), and learning approaches (R-SPQ-2F).
Main Results:
- In Arts students, epistemological beliefs directly influenced learning approaches.
- For Mathematics students, epistemological beliefs and learning approaches predicted reflective thinking and academic performance.
- Learning approaches mediated the impact of epistemological beliefs on reflective thinking and academic performance.
Conclusions:
- The study successfully integrated epistemological beliefs, learning approaches, and reflective thinking within a single research framework.
- Findings highlight the complex interplay between beliefs, strategies, and academic outcomes in higher education.
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