Development and Validation of the Epistemic Belief Inventory (EBI)

By B. Hofer, P. Pintrich. 2001

323 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0d4c5ef5e61ec0bc4fc47ab240c9bd9194fc827a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Gregory Schraw
2. Jeffrey Alan Greene
3. Jason A. Chen
4. B. Hofer
5. Patricia A. Alexander
6. Michelle Buehl
7. Roger Azevedo
8. Ivar Bråten

In Education

1. Jason A. Chen
2. Gregory Schraw
3. B. Hofer
4. Michelle Buehl
5. Jeffrey Alan Greene
6. Patricia A. Alexander
7. M. Schommer-Aikins
8. Ivar Bråten

Citations in the corpus

• Assessing Teachers' Epistemological and Ontological Worldviews (2008, methodology): “First, factor analyses typically reported less than five interpretable factors (Hofer, 2001; Schraw et al., 2002).”
• Metacognitive Theories Revisited (2018, background): “I cannot speak for Gregg but I think he would have agreed; his later work focused increasingly on epistemological beliefs and personal epistemologies (Brownlee et al. 2011; Olafson and Schraw 2010; Schraw et al. 2002).”
• The impact of students' conceptions of constructivist assumptions on academic achievement and drop‐out (2007, background): “…and motivation (Pintrich & de Groot, 1990), mental models (Vermunt, 1992), conceptions of learning (Marton et al., 1993), conceptions of knowledge (Schraw et al., 2002) and constructivist literature (Marshall, 1992; Eggen & Kauchak, 1999; Woolfolk, 2004), with respect to its theoretical…”
• Exploring the relationship between physics-related epistemological beliefs and physics understanding (2007, result): “also appeared in some other studies (Hofer, 2000; Schraw et al., 2002; Wood & Kardash, 2002).”
• Motivation and Performance Differences in Students’ Domain-Specific Epistemological Belief Profiles (2005, result): “Our findings also underscore an aspect of students' epistemological beliefs noted by others (Hofer, 2000; Schraw et al., 2002): the power of students' beliefs about knowledge and knowing in the classroom.”
• Personal Epistemology Research: Implications for Learning and Teaching (2001, background): “As a result of this problem as well as some disagreement about the dimensions that constitute epistemological beliefs, there have been attempts to revise the instrument or to design similar written measures (Hofer, 2000; Schraw et al., 2002), but the Epistemological Beliefs Questionnaire remains the”