Journal article

Authors list: Urhahne, Detlef; Kremer, Kerstin

Publication year: 2023

Pages: 99-118

Journal: Educational Psychology: An International Journal of Experimental Educational Psychology

Volume number: 43

Issue number: 2-3

ISSN: 0144-3410

eISSN: 1469-5820

Open access status: Hybrid

DOI Link: https://doi.org/10.1080/01443410.2023.2179605

Publisher: Taylor and Francis Group

Abstract: 
Based on the theory of integrated domains in epistemology, the question of domain specificity of epistemic beliefs was investigated from a comprehensive perspective. We examined intraindividual differences in epistemic beliefs about the natural, mathematical, social, and linguistic sciences that represented almost the entire spectrum of subjects taught in secondary schools. The sample comprised 196 pre-service teachers who four times filled in an epistemic belief questionnaire, which could capture four dimensions of epistemic beliefs in four school subject domains with sufficient reliability. Regarding the core question of domain specificity of epistemic beliefs, all four domains were found to largely differ from each other on all four epistemic dimensions. These findings were supported by correlational analyses and structural equation modelling. In total, they provide strong evidence for the domain specificity of epistemic beliefs about school subject domains, which raises the demand for a classification system to specify major fields of personal epistemology.

Harvard Citation style: Urhahne, D. and Kremer, K. (2023) Specificity of epistemic beliefs across school subject domains, Educational Psychology, 43(2-3), pp. 99-118. https://doi.org/10.1080/01443410.2023.2179605

APA Citation style: Urhahne, D., & Kremer, K. (2023). Specificity of epistemic beliefs across school subject domains. Educational Psychology. 43(2-3), 99-118. https://doi.org/10.1080/01443410.2023.2179605