Reflective Judgment: Theory and Research on the Development of Epistemic Assumptions Through Adulthood

By Patricia M. King, K. Kitchener. 2004

716 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c4b25123076dbad328f01e171b422bc2abac8100

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In Developmental and Educational Psychology

In Education

Citations in the corpus

A Developmental Model of Intercultural Maturity (2005, background): “Perry (1968), Baxter Magolda (1992, 2001), Fischer (1980), and King and Kitchener (1994, 2004) all posit that earlier, more simplistic levels of cognitive development involve concrete thinking and a belief in absolute knowledge, whereas later, more complex levels reflect an ability to consider…”
Cohorts and Relatedness: Self-Determination Theory as an Explanation of How Learning Communities Affect Educational Outcomes (2011, background): “Literacy literature also emphasizes the need to carefully formulate a problem or question to be answered; identify, evaluate, and organize information for practical application; and integrate new information into existing knowledge (Eisenberg et al. 2004; King and Kitchener 2004 ).”
The Role of Teacher Epistemic Cognition, Epistemic Beliefs, and Calibration in Instruction (2008, background): “This choice was based on research findings suggesting that formal schooling influences student beliefs about knowledge and how learners build knowledge, particularly when dealing with problems that cannot be solved by the application of an algorithm (Hofer and Pintrich 2002; Jehng et al. 1993; King ”
Evolution of a Constructivist Conceptualization of Epistemological Reflection (2004, background): “Analyzing these dynamics led me to abandon my earlier theoretical assumption that development is a gradual process, naturally unfolding in logical sequence.”
THE CONDITIONAL AND INTERACTION EFFECTS OF EPISTEMOLOGICAL BELIEFS ON THE SELF-REGULATED LEARNING OF COLLEGE STUDENTS: Cognitive and Behavioral Strategies (2005, background): “the development of such educationally productive epistemological beliefs among their students (e.g., see Baxter Magolda, 2004; Beers, 1988; Dweck and Elliott, 1988; Hofer, 2001; King and Kitchener, 2002, 2004; Paulsen and Feldman, 1999a, 1999b; Paulsen and Wells, 1998; Schoenfeld, 1988; Schommer, ”
Understanding Teacher Candidate Dispositions: Reflecting to Build Self-Awareness (2010, result): “Similar to early research on the reflective judgment model (see King & Kitchener, 2004), we are currently moving between theory development and validation, conducting an in-depth analysis of how teacher candidates are inclined to think intellectually, culturally, and morally about their teaching…”
Engineering Students' Epistemological Views on Mathematical Methods in Engineering (2015, background): “Even when contextual questions are used (e.g., about conflicting views on the safety of food additives [King & Kitchener, 2004]), the student’s response is presumed to reveal a general epistemological understanding that would apply across knowledge domains.”
Relationships among Preservice Science Teachers’ Epistemological Beliefs, Epistemological World Views, and Self‐efficacy Beliefs (2008, background): “Personal epistemological beliefs are classified under different headings by different researchers (King & Kitchener, 2004 ; Perry, 1968 ; Schommer, 1990 ).”