University students' epistemic profiles, conceptions of learning, and academic performance.
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| Title: | University students' epistemic profiles, conceptions of learning, and academic performance. |
|---|---|
| Authors: | Lonka, Kirsti1,2 kirsti.lonka@helsinki.fi, Ketonen, Elina1, Vermunt, Jan D.3,4 |
| Source: | Higher Education (00181560). Apr2021, Vol. 81 Issue 4, p775-793. 19p. 6 Charts, 2 Graphs. |
| Subject Terms: | *College student attitudes, *Academic achievement, *Reflective learning, *Metacognition, *Theory of knowledge, *Higher education, Epistemics |
| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 150089427 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10734-020-00575-6 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 775 Subjects: – SubjectFull: College student attitudes Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Reflective learning Type: general – SubjectFull: Metacognition Type: general – SubjectFull: Theory of knowledge Type: general – SubjectFull: Higher education Type: general – SubjectFull: Epistemics Type: general Titles: – TitleFull: University students' epistemic profiles, conceptions of learning, and academic performance. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lonka, Kirsti – PersonEntity: Name: NameFull: Ketonen, Elina – PersonEntity: Name: NameFull: Vermunt, Jan D. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2021 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 00181560 Numbering: – Type: volume Value: 81 – Type: issue Value: 4 Titles: – TitleFull: Higher Education (00181560) Type: main |
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