Epistemic Beliefs and Achievement Motivation in Early Adolescence
Bibliographic Data
| ID | 11670745 |
|---|---|
| Authors | Robert B Ricco (0000-0003-2607-9426, California State University, San Bernardino, corresponding author), Robert Ricco (California State University, San Bernardino), Sara Schuyten Pierce (California State University, San Bernardino), Connie Medinilla (California State University, San Bernardino) |
| Year | 2009 |
| Volume | 30 |
| Issue | 2 |
| Pages | 305-340 |
| Publication date | 2009-03-16 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Early Adolescence (JOURNAL) |
| Journal identifiers | ISSN: 0272-4316 • E-ISSN: 1552-5449 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0272431609333299 |
| OpenAlex | W2072103460 |
| Language | EN |
| Citations received | 9 |
| References cited | 72 |
This study seeks to establish the relevance of middle school students’ naïve beliefs about knowledge and learning in science to their achievement motivation in this domain. A predominantly Hispanic and lower-income sample of 459 middle school students (sixth through eighth grades) completed measures of epistemic beliefs along with several measures of motivation. Results indicated that a belief that scientific knowledge develops and that justification is necessary to valid knowledge in science were positively related to mastery goals, task value, and self-efficacy. Epistemic beliefs were also found to predict science grades over and above the contributions of motivational factors. Surprisingly, an uncritical acceptance of authority figures and a belief in scientific knowledge as certain were more typical of students who adopted motivational states (e.g., mastery goals) previously found to be supportive of learning. The latter findings may be unique to early adolescence within the ethnic and socioeconomic status parameters of the present sample
Developmental psychology · Epistemology · Ethnic group · Mathematics education · Relevance (law · Sample (material · Science education · Science learning · Socioeconomic status · Sociology · Sociology of scientific knowledge · Task (project management · Value (mathematics · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Social Psychology
Sources of mathematics and science self-efficacy in primary and secondary education
Relations of epistemic beliefs with motivation, achievement, and aspirations in science
Antecedents and Relative Importance of Student Motivation for Science and Mathematics Achievement in TIMSS
Who Makes an Effort? A Person-Centered Examination of Motivation and Beliefs as Predictors of Students’ Effort and Performance on the Pisa 2015 Science Assessment
High-School Students’ Topic-Specific Epistemic Beliefs about Climate Change
Middle School Students’ Scientific Epistemological Beliefs, Achievements in Science and Intellectual Risk-Taking
The decision is in the details
Students’ epistemological beliefs from grade level perspective and relationship with science achievement in Kenya
EFL students' grammar achievement in a hypermedia context
Understanding students' practical epistemologies and their influence on learning through inquiry
Self-efficacy
The Development of Epistemological Theories
Multiple goals, multiple pathways
The Development and Validation of Scales Assessing Students' Achievement Goal Orientations
Effects of beliefs about the nature of knowledge on comprehension.
Domain-Generality and Domain-Specificity in Personal Epistemology Research
Avoiding the demonstration of lack of ability
Epistemological development and academic performance among secondary students.
The development of epistemological understanding
Changes in epistemological beliefs in elementary science students
Classrooms
A social-cognitive approach to motivation and personality.
Motivational and self-regulated learning components of classroom academic performance.
Expectancy–Value Theory of Achievement Motivation
Development and Validation of a Work Domain Goal Orientation Instrument
Appropriating Scientific Discourse
Self-efficacy
Implicit Self-Theories in the Academic Domain
The Relation of Personal Epistemology to Parenting Style and Goal Orientation in College Mothers
Culture and Personal Epistemology
Knowing Why I Now Know Better
Cognitive development, epistemic doubt, and identity formation in adolescence
A hierarchical model of approach and avoidance achievement motivation
Motivation and Performance Differences in Students’ Domain-Specific Epistemological Belief Profiles
Learning How to Believe
Clarifying Achievement Goals and Their Impact
Approach and avoidance achievement goals and intrinsic motivation
Explaining the Epistemological Belief System
Influences on cognitive engagement
The influence of age and education on epistemological beliefs
| Citations per year | 0.69 |
|---|---|
| Citation span | 2013 - 2026 (14) |
| Highly cited | No |