Epistemic profiles and metacognition: support for the consistency hypothesis. Metacognition and Learning, 5, 27-45

Metacognition and Learning (Impact Factor: 0.97). 04/2010; 5(1):27-45. DOI: 10.1007/s11409-009-9041-9


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

Download full-text


Available from: Krista R. Muis,
  • Source
    • "Although none of the studies cited above included measures of strategic processing, Strømsø and Bråten (2010) found that students tending to believe that knowledge claims encountered on the Internet need to be checked against other sources, were also more likely to use deeper-level strategies when dealing with course-related information on the Internet. Other research also supports the idea that beliefs in the need to justify knowledge claims by different means predict effort and deeper-level strategic processing when dealing with complex text-based information sources (Kammerer, Bråten, Gerjets, & Strømsø, 2013; Muis & Franco, 2010; Richter & Schmid, 2010). While no prior research exists on the potential relationship between justification beliefs and situational interest, at least not to our knowledge, studies concerning relationships between such beliefs and off-task measures of motivational beliefs and interest may, albeit somewhat indirectly, support this connection. "
    [Show abstract] [Hide abstract]
    ABSTRACT: The purpose of this study was to test a hypothesized model that specified direct and indirect linkages between the individual difference variables of epistemic beliefs, need for cognition, individual interest, and prior knowledge, the processing variables of effort, deeper-level strategies, and situational interest, and multiple-text comprehension. Using a path analysis approach with a sample of 279 Norwegian upper secondary school students, results indicated that students' effort and deeper-level strategies predicted their multiple-text comprehension, with the individual difference variables indirectly affecting multiple-text comprehension through their influence on effortful, adaptive multiple-text processing. In addition, students' prior knowledge about the topic of the texts seemed to affect their multiple-text comprehension directly as well as indirectly. Both theoretical and educational implications of the results are discussed.
    Learning and Instruction 04/2014; 30:9-24. DOI:10.1016/j.learninstruc.2013.11.002 · 3.73 Impact Factor
  • Source
    • "The activation of epistemic belief schemas provides the opportunity for those beliefs to exert an influence over other facets of self-regulated learning " (Muis 2007, p. 179). Muis deduced a consistency hypothesis (Muis and Franco 2009) which claims that students whose domain-specific epistemological beliefs are consistent with the structure of the knowledge to be learnt exert more metacognitive control during learning and do learn more than those students whose general ideas (for example, about the nature of mathematics) do not fit to the knowledge to be learnt (for example, mathematical tasks). Two studies (Muis 2007; Muis and Franco 2009) corroborate the consistency hypothesis. "
    [Show abstract] [Hide abstract]
    ABSTRACT: Empirical studies reveal a close relationship between epistemological beliefs (EBs) and metacognition. For example, more ‘sophisticated’ beliefs are associated with more self-reported monitoring strategies. This relationship is also advocated theoretically. Nevertheless, exactly how and why EBs impact learning is still an open question. In accordance with others (for example Muis 2007; Muis and Franco 2009) we conceive the COPES Model (Winne and Hadwin 1998) as an appropriate answer to the how question. Within that model, epistemological beliefs are conceptualized as ‘internal conditions of learning’ and they are embedded into recursive processes of self- regulation. With regard to the why question, we assume that EBs function as general ideas about knowledge for the apprehension of the content to be learnt. Such apprehension allows for the calibration of learning to different learning tasks. We review two clusters of studies on the preparatory and the enactment stages of learning testing this apprehension and calibration hypothesis. KeywordsEpistemological beliefs-Metacognitive knowledge-Self-regulated learning-Preparatory phase-Phases of learning-Learning paradox
    Metacognition and Learning 03/2010; 5(1):7-26. DOI:10.1007/s11409-009-9053-5 · 0.97 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Relations were examined between epistemic beliefs, achievement goals, learning strategies, and achievement. We sought to empirically test Muis’ [Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. Educational Psychologist, 42, 173–190] hypothesis that epistemic beliefs influence processes of self-regulated learning via the standards students set for learning once goals are produced. Two hundred one undergraduate students from an educational psychology course completed questionnaires designed to measure the various constructs. Students’ final grades were also collected at the end of the semester. Students’ recollections of course tasks revealed that their epistemic beliefs are activated during learning. Results from structural equation modeling revealed epistemic beliefs influenced the types of achievement goals students adopted, which subsequently influenced the types of learning strategies they used in their education course, and their achievement. Moreover, achievement goals mediated relations between epistemic beliefs and learning strategies, and learning strategies mediated relations between achievement goals and achievement.
    Contemporary Educational Psychology 10/2009; 34(4-34):306-318. DOI:10.1016/j.cedpsych.2009.06.005 · 2.20 Impact Factor
Show more