心理学の学生の認識論的信念におけるトピック特有の変動に関する探究的研究
Lynn Adam1, Machteld Vandecandelaere1
1Faculty of Psychology and Educational Sciences, Centre for Instructional Psychology and Technology, KU Leuven, Leuven, Belgium.
Frontiers in psychology
|February 16, 2026
まとめ
心理学科の学生は,心理学を勉強しています.
科学分野:
- 心理学 教育 教育 心理学
- エピステモロジー・エピステモロジーとは
- コグニティブ・サイエンス コグニティブ・サイエンス
背景:
- 知識学的な信念,つまり個人が知識をどのように理解するかは,心理学教育において極めて重要です.
- 認識論における統合領域理論 (Theory of Integrated Domains in Epistemology,TIDE) は,認識論的な信念は,単に領域に特異的ではなく,トピックに特異的なものであると仮定している.
研究 の 目的:
- 心理学の学生の認識論的信念が特定のトピックによって異なるかどうかを調査する.
- 信念がサブ学科的な近接性 (例えば,臨床対認知のトピック) によってクラスタ化されているかどうかをテストする.
主な方法:
- エピステミック・シンキング・アセスメント (ETA) を3つのシナリオ (うつ病,統合失調症,言語習得) で利用しました.
- 心理学の1年生480人を対象に反バランス反復測定法を採用した.
- トピックとシーケンスの効果を区別するために,多層モデルを適用した.
主要な成果:
- 様々な心理学トピックにおいて,認識論的信念の有意な違いが発見されました.
- 学生は,うつ病と言語習得と比較して,統合失調症ではより高い絶対主義と低い評価主義を示しました.
- 臨床的なトピック (統合失調症とうつ病) は,同様の認識学的信念プロファイルをもたらさなかった.
結論:
- 心理学における認識論的信念は,生物学的確実性のようなトピックの特徴によって影響を受け,トピック特有である.
- 発見は,トピック特有の認識学的評価と批判的思考指導の必要性を強調しています.
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