Personal Epistemology The Psychology of Beliefs About Knowledge and Knowing

By B. Hofer, P. Pintrich. 2002

1,178 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f94a323494174a0c7ee78a2a50e1ed42b3094f0a

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In Developmental and Educational Psychology

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Citations in the corpus

Creencias epistemológicas de dominio específico y general. Efectos sobre la habilidad matemática: Domain Specific and General Epistemological Beliefs. Their Effects on Mathematics (2013, neutral): “…researchers have carried out research that generated multi-dimensional models RIE, vol. 31-2 (2013) of epistemological beliefs (Buehl, Alexander, & Murphy, 2002; De Corte, Op’t Eynde, & Verschaffel, 2002; Hofer & Pintrich, 2002; Muis, 2004; Schraw, Bendixen, & Dunkle, 2002; Wood & Kardash, 2002).”
Epistemology, metacognition, and self-regulation: musings on an emerging field (2010, background): “Personal epistemology has generally been conceptualized as individuals’ conceptions of knowledge and knowing (Hofer and Pintrich 2002).”
Beyond control of variables: What needs to develop to achieve skilled scientific thinking? (2008, background): “In the personal epistemology realm, there is general agreement that further development proceeds toward transition to a broad level of multiplism or relativism, followed by, in at least some individuals, an evaluativist level (Hofer & Pintrich, 1997, 2002; Moshman, 2008).”
Epistemic Metacognition in the Context of Information Searching on the Web (2008, methodology): “According to Kitchener (1983), epistemic cognition is involved in reasoning about ill-structured problems for which there is no single right answer (e.”
: From inference to reasoning: The construction of rationality (2004, background): “Epistemic cognition has been the topic of substantial research and theory in developmental and educational psychology for the past several decades (Chandler, Hallett, & Sokol, 2002; Hofer & Pintrich, 1997, 2002; King & Kitchener, 1994; Kuhn, Cheney, & Weinstock, 2000).”
Knowledge construction in collaborative enquiry among teachers 1 (2006, background): “Raising problem awareness by explicating knowledge and beliefs In a study team great value is attached to cognitive discrepancy and conceptual confrontation as a way of arriving at new ideas (Shuell, 1990; Hofer & Pintrich, 2002).”