Beliefs About Academic Knowledge

By Michelle Buehl, Patricia A. Alexander. 2001

365 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/133fabbfb2fd674df18fba959c56539b12e1904c

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Understanding and Promoting Thinking About Knowledge (2016, background): “…this line of research seemed to indicate that students’ epistemic beliefs were not solely domain-specific, meaning that students could simultaneously hold both domainspecific and more domain-general or overarching beliefs about knowledge and knowing (Buehl & Alexander, 2001; Muis et al., 2006).”
A Meta-Analytic Review of the Relationship Between Epistemic Cognition and Academic Achievement (2018, background): “Many scholars have found differences in participants’ endorsement of epistemic cognition factors across academic domains (e.g., Buehl & Alexander, 2001; Greene, Torney-Purta, & Azevedo, 2010; Hofer, 2000).”
Cram School Students’ Conceptions of Learning and Learning Science in Taiwan (2008, background): “Many studies have investigated students’ conceptions of learning in general; however, some researchers have asserted that students’ beliefs or conceptions of learning may be domain-specific (Buehl & Alexander, 2001; Tsai, 2004a).”
Moving Beyond Reflection: Reflexivity and Epistemic Cognition in Teaching and Teacher Education (2017, background): “Hofer argued that individuals, and we include teachers, may hold a broad theory about the nature of knowledge (certainty and stability of knowledge) and processes of knowing (justification and source of knowledge), as well as more domain-specific theories (Buehl & Alexander, 2001; Hofer, 2004b).”
Reading Into the Future: Competence for the 21st Century (2012, background): “This view reflects work in the Model of Domain Learning (Alexander, 1997, 2003) and domain-specific epistemic beliefs (Buehl & Alexander, 2001; Maggioni, 2010; Maggioni, Alexander, & Rikers, 2009), as well as the empirical and theoretical contributions of many others in psychology and philosophy.”
The Role of Teacher Epistemic Cognition, Epistemic Beliefs, and Calibration in Instruction (2008, background): “literature supports the hypothesis that epistemic beliefs have a domain-specific component (Buehl and Alexander 2001; Muis et al. 2006) and every discipline is characterized by a specific mode of thought and by particular terms of proof (Beers 1988).”
An Integrative Approach to Personal Epistemology: A Guiding Model (2004, background): “…of change (Bendixen, 2002), (e) examine complex relationships (Schraw, 2001) such as the relationship between domain generality and specificity (Buehl & Alexander, 2001), (f) situate us within cognitive development (Hofer, 2001), (g) value and incorporate affect (Schoenfeld, 1985), (h) give…”