Epistemic profiles and metacognition: support for the consistency hypothesis

Metacognition and Learning (Impact Factor: 0.97). 01/2010; 5(1):27-45. DOI: 10.1007/s11409-009-9041-9

ABSTRACT Relations were examined between epistemic profiles, metacognition, problem solving, and achievement in the context of learning
in an educational psychology course. Two hundred thirty-one university students completed self-report inventories reflecting
their epistemic profiles and use of metacognitive strategies, and were epistemically profiled as rational, empirical, or both
rational and empirical in their approaches to knowing. From the larger sample, 78 students participated in a problem-solving
session using a think aloud protocol. Results demonstrated that for self-reported metacognitive strategies, students profiled
as both rational and empirical had the highest frequency of metacognitive strategy use compared to students profiled as empirical.
Similarly, during problem solving, students profiled as both rational and empirical had the highest frequency of regulation
of cognition compared to students profiled as empirical or rational. Finally, students profiled as both rational and empirical
attained higher levels of problem-solving achievement compared to students profiled as empirical.

KeywordsMetacognition-Epistemic profiles-Problem solving-Achievement

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May 31, 2014