Lisa Bendixen

University of Nevada, Las Vegas | UNLV · Department of Educational Psychology and Higher Education

Objective An effective support system for families with children with an Autism Spectrum Disorder (ASD) consists of multiple methods of educational and therapeutic delivery. Such methods are adapted to meet a family’s needs and needs of the time, like the COVID-19 pandemic. Individualized Educational Plan (IEP) are established by schools to support...

The sudden change in educational setting during the COVID-19 pandemic naturally raised questions about students’ educational attainment. Access to in person teaching and special education services became restrictive and parents had to consider becoming more involved in their child’s academic attainment. This exploratory case study examined parents’...

This study aims to examine the relationship between teacher educators’ technostress, work– family conflict, and life satisfaction while working from home during the COVID-19 pandemic in Pakistan. The sample consists of 292 respondents, 151 (51.7%) male and 141 (48.3%) female teacher educators, who participated in this study. Three scales, the Techn...

This study examines the relationship between student planning, smartphone use, and course achievement. The ubiquitous smartphone can promote or hinder learning depending upon how it is used. Prior research has explored overall smartphone use (e.g., hours used) and generally found negative relationships with academic achievement. This study investig...

This study seeks to critically examine perceptions of urban school climate from a predominantly white teacher workforce and discuss the role that white identity, as the Dominant culture, plays in maintaining the status quo of racialized school climate. Participants included 145 teachers from a large southwestern urban setting. Teachers’ perceptions...

The purpose of this study is to investigate the relationships between self-regulated learning skills and smartphone usage in relation to studying. It is unclear whether poor learning habits related to smartphone usage are unique traits or a reflection of existing self-regulated learning skills. The self-regulatory skills (a) regulation, (b) knowled...

Smartphone use in learning environments can be productive or distracting depending upon the type of use. The use is also impacted by the learner’s view and understanding of the smartphone and self-regulated learning skills. Measures are needed to specify uses and learner understandings to address the implications for teaching and learning. This stu...

This two-part observational and intervention study addressed the role of the smartphone in self-regulated learning (SRL) and student success as measured by achievement. Smartphone usage among students has been identified as contributing to lower academic achievement in a variety of settings. What is unclear is how smartphone usage contributes to lo...

This study embeds teachers’ individual behaviors within a pattern of interdependent relationships to capture the multilevel nature of teacher interactions. It is argued that the complex role of teacher relationships may impact perceptions of teachers’ ability to teach, feelings of autonomy, and the extent to which they feel a sense of relatedness w...

Our goal for this article is two-fold: 1) to examine the efficacy of participatory concept mapping as an integration tool for mixed methods research (MMR), and 2) to explore, using concept mapping, pre-service teachers’ epistemic cognition (EC) and its relationship to teaching orientation (TO). Using a combined developmental and dimensional framewo...

Online discussions have become inherent components of both face-to-face and distance education college courses, yet they often fail to provide much benefit to students’ learning outcomes. One reason behind this phenomenon is the lack of or inadequate scaffolding or guidance provided to students when participating on asynchronous discussion boards....

Personal epistemology is the study of beliefs associated with knowledge and knowing. A large body of theory and research in personal epistemology has been dedicated to college students, but rarely have the epistemic beliefs of children, adolescents, and their teachers been thoroughly examined. This book incorporates both theoretical and empirical w...

Epistemological beliefs are an important aspect of current psychological thinking. Personal epistemological development and epistemological beliefs involve: how individuals come to know, the theories and beliefs they hold about knowing, and the manner in which such epistemological premises are a part of and an influence on the cognitive processes o...

Introduction Knowledge? One doesn't need to learn it – one simply knows it. One knows that a tire is round because one can see it. Knowledge sometimes can be heard too (Amy, age 10) Actually, one cannot know anything for sure. This is because it has been invented by someone. New inventions can make old ones illogical or false. But one can discuss w...

Introduction The impetus of this book is to fill a significant gap in our understanding of the relevance of personal epistemology in preschool through secondary education. In this concluding chapter we summarize the contributions made by the authors and also consider the broader implications of this work as it pertains to the importance of personal...

The current study examines the personal epistemology of fourth-grade elementary school teachers from Germany (n = 10) and the United States (n = 10) to gain a more nuanced understanding of teachers’ beliefs about knowledge and knowing through a cross-cultural lens. Analyses of semi-structured interviews reveal similarities and differences in the st...

Our understanding of the cross-cultural aspects of personal epistemology is limited. In particular, cross-cultural comparisons of elementary school teachers’ and students’ personal epistemology have received very little theoretical or empirical attention. The current chapter aims to examine German and U.S. elementary schools in terms of their philo...

This review synthesizes and critically examines 19 empirical studies that have addressed the domain-specificity/domain-generality issue in personal epistemology. We present an overview of traditional and more contemporary epistemological stances from philosophical perspectives to offer another basis from which to examine this issue. Explicit exampl...

This commentary brings together a collection of articles that addresses several of the important issues in research on personal epistemology. We also propose a more integrated model that elaborates on the following fundamental elements of personal epistemology: (a) a mechanism of change (i.e., epistemic doubt, epistemic volition, and resolution str...

The potential of on-line discussions to prompt greater reflection of course material is often stymied by a tendency of students to agree with one another rather than to formulate counter-arguments. This article describes an experiment using note starters and elaborated cases to encourage counter-argumentation and examines interactions with personal...

Because argumentation may promote deeper processing of content, this study examined factors affecting students’ dispositions to engage in argument, specifically epistemological beliefs, need for cognition, and extraversion (assertiveness and warmth). An instrument developed by Infante and Rancer (1982) was used to measure dispositions to approach o...

This article describes Project THREAD (Technology Helping Restructure Educational Access and Delivery), an initiative funded by the U.S. Office of Education through its PT3 grant program. The project’s overarching goal is to prepare teachers to integrate modern technologies to fundamentally enhance teaching and learning in K-12 schools. Project ini...

This study examined the relationship between epistemological beliefs, meta-cognition, and student achievement in a hypermedia learning environment. Epistemological beliefs refer to beliefs about the nature of knowledge and knowing (see review by Hofer & Pintrich, 1997) and metacognition refers to the ability to reflect upon, understand, and control...

In support of research examining relationships between learner characteristics and the quality of online discussions, this paper surveys different methods for evaluating discussions. The paper will present coding methods used in our own research as well as methods used by others interested in quality online discussions. Key topics include what cons...

This chapter describes a process model of epistemic belief change and its implications for epistemological development. Epistemic beliefs are considered to be an individual's beliefs about the nature of truth and knowledge. The process model of epistemic belief change offered in this chapter contributes to the understanding of epistemological devel...

The written instrumentation for measuring personal epistemology that currently has the most widespread use is M. Schommer's Epistemological Beliefs Questionnaire, which does not measure stages or positions of development, but utilizes a Likert-type scale to assess dimensions of epistemological beliefs. Among several recent attempts to refine this t...

Previous research suggests that teacher education programs may have little or no impact on teacher candidates' beliefs about teaching and that teachers' beliefs are difficult to change. As new teacher educators employed at a large urban university located in the Southwestern United States, the authors were dismayed to discover that the instruction...

The use of the Web and other computer-based technologies in classrooms has become quite prevalent. Previous Research News and Comment discussions have presented the opportunities for research and practice that accompany these relatively new tools for classrooms. This article presents a perspective that has garnered less attention in discussions of...

The relationship among age, education, gender, syllogistic reasoning skill, epistemic beliefs, and moral reasoning in adults was examined. It was predicted that five epistemic dimensions would explain unique variance in moral reasoning over and above all other variables. This hypothesis was confirmed. Beliefs corresponding to simple knowledge, cert...

This study is an exploration of the experience of epistemic doubt. Since the pioneering work of Perry (1970) educators have been interested in epistemic beliefs. Perry and a number of other theorists have proposed that individuals pass through a developmental sequence of epistemic growth, moving from dichotomous views of knowledge, to relativistic...

We investigated the relationship between two kinds of problem solving using Kitchener's model of hierarchical cognitive processing. We predicted that performance on well-defined problems (i. e. those with a single, guaranteed solution) would be independent of ill-defined problems (i. e. those with multiple, non-guaranteed solutions). We also predic...

Two experiments investigated whether monitoring is better characterized as a domain-specific or a domain-general phenomenon. In Exp 1, college students' performance and discrimination accuracy were not correlated across 8 different domains, whereas confidence and judgment bias were. With tests matched on all salient dimensions except content, in Ex...

We tested the hypothesis that 4 epistemological beliefs, i.e., beliefs about the nature and acquisition of knowledge, proposed by Schommer in 1990, were related to observed differences in epistemological reasoning. Based on their responses to a philosophical dilemma, 125 college undergraduates and graduate students were assigned to 1 of 7 levels of...

Thesis (M.A.)--University of Nebraska--Lincoln, 1992. Includes bibliographical references.