Personal epistemology: Theory, research, and future directions.

By B. Hofer, Lisa D. Bendixen. 2012

136 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/28c501f213fc1bfde940a1cee73b121cd5cfaace

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Understanding and Promoting Thinking About Knowledge (2016, background): “At a minimum, theory of mind and epistemic cognition share some common developmental foundations (e.g., attribution of mental states to others), suggesting the need for more research connecting these two areas of study (Hofer & Bendixen, 2012; Sodian & Kristen, 2016).”
Addressing Challenges to Public Understanding of Science: Epistemic Cognition, Motivated Reasoning, and Conceptual Change (2014, background): “We anchor our perspective on epistemic cognition in the vast research on epistemic cognition, personal epistemology, epistemic beliefs, nature of science, and other constructs related to how individuals employ epistemic reasoning in understanding science (see Hofer & Bendixen, 2012, for a review).”
On the Goals of Epistemic Education: Promoting Apt Epistemic Performance (2018, background): “Research on epistemic cognition has advanced several paradigmatic models of lay epistemology, which provide a natural starting point for positing goals for epistemic education (Hofer, 2016; Hofer & Bendixen, 2012).”
Reconsidering Personal Epistemology as Metacognition: A Multifaceted Approach to the Analysis of Epistemic Thinking (2014, background): “For instance, Kelley and Lindsay (1993) demonstrated that confidence in the correctness of an answer is increased by prior exposure to the answer, regardless of whether or not the answer is correct.”
Educating Critical Thinkers (2016, background): “Many researchers have argued evaluativism is the optimal level of epistemic cognition development (Hofer & Bendixen, 2012).”
A Meta-Analytic Review of the Relationship Between Epistemic Cognition and Academic Achievement (2018, background): “…in the field regarding the most useful conceptualizations and operationalizations of epistemic cognition (e.g., the degree of domaingenerality of epistemic cognition, or which constructs are and are not epistemic in nature; Greene et al., 2016b; Hofer & Bendixen, 2012; Sandoval et al., 2016).”
Handbook of Research on Learning and Instruction (2011, background): “Augmented feedback consisted of specific feedback directed to body movements (internal-focus) or to movement-effects (external focus).”