在心理学学生的认识论信仰的主题特定变化的探索性研究
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
概括
心理学学生的学生心理学.
科学领域:
- 心理学 教育 教育 心理学 教育
- 认识论的认识论学.
- 认知科学 认知科学
背景情况:
- 知识学信仰,个人如何理解知识,在心理学教育中至关重要.
- 认识论综合领域理论 (TIDE) 认为,认识论信仰可以是特定于主题的,而不仅仅是特定于领域的.
研究的目的:
- 调查心理学学生的认识论信仰是否因特定主题而有所不同.
- 测试信念是否按分学科的近距离聚合 (例如,临床与认知主题).
主要方法:
- 使用认识思维评估 (ETA) 对三个情景进行了评估:抑郁症,精神分裂症和语言学习.
- 采用反平衡的重复测量设计,对480名一年级心理学学生进行了测试.
- 应用多层次建模来区分主题和序列效应.
主要成果:
- 在不同心理学主题中发现了认识论信仰的显著差异.
- 与抑郁症和语言学习相比,学生在精神分裂症方面表现出更高的绝对主义和更低的评估主义.
- 临床主题 (精神分裂症和抑郁症) 并没有产生类似的认识论信念概况.
结论:
- 心理学中的认识论信仰是主题特定的,受主题特征的影响,如生物确定性.
- 这些发现强调了对特定主题的认识论评估和批判性思维指导的必要性.
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