Explaining the Epistemological Belief System: Introducing the Embedded Systemic Model and Coordinated Research Approach

By M. Schommer-Aikins. 2004

702 citations recorded by the source corpus.

The purpose of this article is to describe the basic paradigm of the epistemological belief system and to offer new ideas about the conception and study of personal epistemology, namely an embedded systemic model and coordinated teams approach to research. The epistemological belief system approach to personal epistemology is distinguished from previous research by the following: (a) the addition of beliefs about learning, (b) the identification of distinct beliefs, (c) the consideration of asynchronous development, (d) the acknowledgment of need for balance, (e) the introduction of belief nomenclature, and (f) the introduction of quantitative assessment. The rationale of these features is discussed. The extended conceptualization of epistemological beliefs as a system within other systems is proposed. Implications for education and future research are also presented.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1bb532387a6d03b082a18a8ce6e1a089bc49d605

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

In Education

Citations in the corpus

Preparing Teachers for Inclusive Classrooms. (2009, background): “The measurement of teachers’ attitudes and beliefs about their students and about how best to teach them is difficult and fraught with problems of definition, validity and reliability (Clarebout, Elen, Luyten, & Bamps, 2001; Schommer-Aikins, 2004).”
“Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs (2020, background): “Based on the assumption that belief systems are embedded in other cognitive, affective, and motivational systems (Schommer-Aikins, 2004), research has shown that people’s levels of beliefs are associated with their levels of motivational orientations (Blömeke & Kaiser, 2014; Decker et al.”
A Meta-Analytic Review of the Relationship Between Epistemic Cognition and Academic Achievement (2018, background): “Schommer-Aikins’ (2004) quick learning and innate ability factors, and the items typically used to measure them (e.g., “The really smart students don’t have to work hard to do well in school” [Schommer, 1990, p. 500]), seem more closely tied to Dweck’s (1999) implicit theories of intelligence or…”
The Role of Epistemic Beliefs in Self-Regulated Learning (2007, background): “of knowledge, justifications for knowing (e.g., Hofer, 2000; Hofer & Pintrich, 1997; Schommer-Aikins, 2004), and developmental aspects of knowledge acquisition (e.”
THE CONDITIONAL AND INTERACTION EFFECTS OF EPISTEMOLOGICAL BELIEFS ON THE SELF-REGULATED LEARNING OF COLLEGE STUDENTS: Cognitive and Behavioral Strategies (2005, background): “questionnaire, which is the ‘‘written instrumentation for measuring personal epistemology that currently has the most widespread use’’ (Hofer 2002, p. 10), has often been used in the study of college students’ epistemological beliefs (Bendixen, Dunkle, and Schraw, 1994; Dahl et al., 2005; Kardash an”
On the failure of cognitive ability to predict myside and one-sided thinking biases (2008, unknown): “Another research tradition in psychology has focused on thinking dispositions and cognitive styles (e.g., Cacioppo, Petty, Feinstein, & Jarvis, 1996; Klaczynski, Gordon, & Fauth, 1997; Klaczynski & Lavallee, 2005; Kruglanski & Webster, 1996; Schommer-Aikins, 2004; Sinatra & Pintrich, 2003; Stanovich”
Natural myside bias is independent of cognitive ability (2007, background): “To understand the sources and correlates of natural myside bias it is possible that investigations need to focus less on cognitive ability and more on epistemic regulation at the intentional level of analysis (Berg & Klaczynski, 1996; Klaczynski, 2004; Schommer-Aikins, 2004; Sinatra & Pintrich, 2003”
Moving Beyond Reflection: Reflexivity and Epistemic Cognition in Teaching and Teacher Education (2017, background): “An alternative framework, which identified multiple, independent epistemological beliefs rather than developmental levels, was introduced by Marlene Schommer-Aikins in the early 1990s (Schommer, 1990; Schommer-Aikens, 2004).”
Implicit Theories, Epistemic Beliefs, and Science Motivation: A Person-Centered Approach (2012, background): “However, after much debate, she significantly refined the model, which she called the Embedded Systemic Model (Schommer-Aikins, 2004).”
Creencias epistemológicas de dominio específico y general. Efectos sobre la habilidad matemática: Domain Specific and General Epistemological Beliefs. Their Effects on Mathematics (2013, background): “The current finding, that domain general beliefs have indirect effects, is consistent with the theory that the effects of epistemological beliefs are subtle (Schommer-Aikins, 2004).”
Understanding and Promoting Thinking About Knowledge (2016, background): “These models group into two classes, often called developmental (i.e., Kuhn et al., 2000; Perry, 1970) and dimensional (i.e., Hofer & Pintrich, 1997; Schommer-Aikins, 2004).”
Relationships among Preservice Science Teachers’ Epistemological Beliefs, Epistemological World Views, and Self‐efficacy Beliefs (2008, methodology): “The questionnaire used by Schommer (1990, 1993), Schommer-Aikins (2004), Schommer, Crouse, and Rhodes (1992), and Schommer, Calvert, Gariglietti, and Bajaj (1997) has five hypothesized epistemological beliefs.”
Evolution of a Constructivist Conceptualization of Epistemological Reflection (2004, result): “I concur with other theorists (e.g., Louca, Elby, Hammer, & Kagey, 2004; Schommer-Aikins, 2004) that beliefs about self, learning, classroom instruction, and domain-specific beliefs are part of personal epistemology.”