The differential development of epistemic beliefs in psychology and computer science students: A four-wave longitudinal study
Author(s) / Creator(s)
Rosman, Tom
Mayer, Anne-Kathrin
Kerwer, Martin
Krampen, Günter
Abstract / Description
This article analyses the differential development of discipline-specific epistemic beliefs (i.e., beliefs about the nature of knowledge) in computer science and psychology. With regard to computer science, a “hard” discipline, we expected absolute beliefs (knowledge as objective “truths”) to increase over time. In contrast, in the more “soft” discipline of psychology, we expected absolute beliefs to be low and stable, and multiplistic beliefs (knowledge as subjective “opinions”) to follow an inversely U-shaped trajectory. Hypotheses were tested in a three-semester long four-wave study with 226 undergraduates. Data were analysed by multi- group growth modelling for parallel processes. In computer science, absolute beliefs indeed increased over the study period. In psychology, an initial increase in multiplistic beliefs was followed by a steep decrease. We therefore suggest that epistemic “sophistication” should be conceived of as a flexible adaptation of epistemic judgments to the characteristics of specific contexts, and not as a generalized developmental sequence.
Keyword(s)
epistemic beliefs longitudinal study higher educationPersistent Identifier
Date of first publication
2019-03-19
Journal title
Learning and Instruction
Volume
49
Page numbers
166-177
Publisher
Elsevier
Publication status
acceptedVersion
Review status
peerReviewed
Is version of
Citation
Rosman, T., Mayer, A.-K., Kerwer, M., & Krampen, G. (2019). The differential development of epistemic beliefs in psychology and computer science students: A four-wave longitudinal study. Elsevier. https://doi.org/10.23668/psycharchives.2377
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Author(s) / Creator(s)Rosman, Tom
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Author(s) / Creator(s)Mayer, Anne-Kathrin
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Author(s) / Creator(s)Kerwer, Martin
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Author(s) / Creator(s)Krampen, Günter
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PsychArchives acquisition timestamp2019-03-19T12:45:53Z
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Made available on2019-03-19T12:45:53Z
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Date of first publication2019-03-19
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Abstract / DescriptionThis article analyses the differential development of discipline-specific epistemic beliefs (i.e., beliefs about the nature of knowledge) in computer science and psychology. With regard to computer science, a “hard” discipline, we expected absolute beliefs (knowledge as objective “truths”) to increase over time. In contrast, in the more “soft” discipline of psychology, we expected absolute beliefs to be low and stable, and multiplistic beliefs (knowledge as subjective “opinions”) to follow an inversely U-shaped trajectory. Hypotheses were tested in a three-semester long four-wave study with 226 undergraduates. Data were analysed by multi- group growth modelling for parallel processes. In computer science, absolute beliefs indeed increased over the study period. In psychology, an initial increase in multiplistic beliefs was followed by a steep decrease. We therefore suggest that epistemic “sophistication” should be conceived of as a flexible adaptation of epistemic judgments to the characteristics of specific contexts, and not as a generalized developmental sequence.en_US
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Publication statusacceptedVersion
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Review statuspeerReviewed
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CitationRosman, T., Mayer, A.-K., Kerwer, M., & Krampen, G. (2019). The differential development of epistemic beliefs in psychology and computer science students: A four-wave longitudinal study. Elsevier. https://doi.org/10.23668/psycharchives.2377en
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ISSN0959-4752
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/2009
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.2377
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Language of contentengen_US
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PublisherElsevieren_US
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Is version ofhttps://doi.org/10.1016/j.learninstruc.2017.01.006
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Is related tohttps://doi.org/10.5160/psychdata.mrae15ent24
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Keyword(s)epistemic beliefsen_US
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Keyword(s)longitudinal studyen_US
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Keyword(s)higher educationen_US
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Dewey Decimal Classification number(s)150
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TitleThe differential development of epistemic beliefs in psychology and computer science students: A four-wave longitudinal studyen_US
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DRO typearticleen_US
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Leibniz institute name(s) / abbreviation(s)ZPID
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Journal titleLearning and Instruction
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Page numbers166-177
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Volume49
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Visible tag(s)Accepted Manuscript