Approaching and avoiding arguments: The role of epistemological beliefs, need for cognition, and extraverted personality traits

By E. Michael Nussbaum, Lisa D. Bendixen. 2003

163 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/cb0364226fbbadd904598e650b40c8eb470c7f63

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

Teachers’ Beliefs, in the Context of Policy Reform (2016, background): “Continuing with our example of argumentation, university students’ tendency to approach or avoid arguments was associated with their epistemic beliefs (Nussbaum & Bendixen, 2003).”
Promoting attitude change and expressed willingness to take action toward climate change in college students (2012, background): “Others may react differently when faced with instruction on socio-scientific issues that requires a high need for cognition or argumentation ( Nussbaum and Bendixen 2003 ).”
Role of Epistemic Beliefs and Scientific Argumentation in Science Learning (2008, background): “Furthermore, Nussbaum and Bendixen (2003) have shown the argumentativeness instrument to be related to students’ epistemic beliefs, so there were some empirical grounds for including it.”
Handbook of Epistemic Cognition (2016, background): “…2013; Ferguson & Bråten, 2013; Mason & Scirica, 2006; Nussbaum, Sinatra, & Poliquin, 2008), and (b) certainty of knowledge, which negatively predicts resolving global ambiguities (Kardash & Howell, 2000) and willingness to engage in argumentation (Bell & Linn, 2000; Nussbaum & Bendixen, 2003).”
The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners (2012, background): “Nussbaum and Bendixen (2003) demonstrated that less assertive students tend to actively avoid engaging in arguments.”
The effects of online peer feedback and epistemic beliefs on students’ argumentation-based learning (2019, background): “Argumentation willingness is associated with the student’s sense of assertiveness, which determines how they engage in, or avoid, critical discussions and arguments (Infante & Rancer, 1982; Nussbaum & Bendixen, 2003).”