Future challenges and directions for theory and research on personal epistemology.

By P. Pintrich. 2002

242 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0992661b366c3fbb9a3a6093580672ce072dc659

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Citations in the corpus

Reconsidering Personal Epistemology as Metacognition: A Multifaceted Approach to the Analysis of Epistemic Thinking (2014, background): “, Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students.”
Implicit Theories, Epistemic Beliefs, and Science Motivation: A Person-Centered Approach (2012, background): “31 The present study suggested that there were important differences in the profiles as a function of race/ethnicity, contrary to Pintrich (2002) hypothesis about epistemic beliefs, and .”
The Role of Achievement Goals in the Development of Interest: Reciprocal Relations Between Achievement Goals, Interest, and Performance (2008, background): “First, we wanted to integrate goal theory (Pintrich, 2002) with interest theory (Hidi & Renninger, 2006) by examining the role of individual interest and mastery goals in promoting the development of situational and continuing interest in an academic domain.”
New Directions in Self-Regulation: The Role of Metamotivational Beliefs (2018, unknown): “experiencing it; and, if not, they must find ways to induce the state in themselves (strategy knowledge; Miele & Scholer, 2018; Wolters, 2003; see also Flavell, 1979; Pintrich, 2002).”
Implicit Theories of Ability of Grade 6 Science Students: Relation to Epistemological Beliefs and Academic Motivation and Achievement in Science. (2010, background): “Belenky, Clinchy, Goldberger, & Tarule, 1986; Clinchy, Belenky, Goldberger, & Tarule, 1985), some have argued that there are no important gender differences in the development of epistemological beliefs (Pintrich, 2002).”
The Role of Epistemic Emotions in Personal Epistemology and Self-Regulated Learning (2018, background): “…calls nearly two decades ago for researchers to explore the links between emotions, personal epistemology, and learning (Hofer & Pintrich, 1997; Pintrich, 2002), no theoretical model has been developed to delineate how emotions may play a role in relations between personal epistemology and SRL.”
Toward a Conceptual Model of Mentoring Research: Integration with Self-Regulated Learning (2013, unknown): “For example, correlational research indicates that epistemological beliefs are related to positive self-regulatory activities such as better cognitive strategy use and more-adaptive motivational beliefs (Pintrich 2002).”
Epistemological understanding and the development of intellectual values (2005, background): “In the last several years, this picture has changed dramatically, stimulated to a significant degree by the review article and volume published by Hofer and Pintrich (1997, 2002).”
Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues (2020, background): “…trend is that individuals move from some more objectivist perspective through a relativistic one, to a more balanced and reasoned perspective on the objectivist–relativistic continuum, with this latter position reflecting a more sophisticated manner of thinking” (Pintrich, 2002, p. 400).”
Changes in epistemological beliefs in elementary science students (2004, background): “At the same time, a focus on some finite number also seems reasonable from a cognitive perspective that recognizes domain specificity, in contrast to a large or unlimited number of epistemological resources from a strong situated perspective (cf. Hammer & Elby, 2002; Pintrich, 2002).”
The Role of Epistemic Beliefs in Self-Regulated Learning (2007, background): “There are a number of directions for future research, but to discuss all of them is beyond the scope of this article (see, e.g., Hofer & Pintrich, 1997, 2002; Muis, 2004; and Muis et al., 2006, for examples).”