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Role of Epistemological Beliefs and Learned Helplessness in Secondary School Students' Learning Science Concepts From Text
This study examined the relationship between two variable sets: (a) epistemological beliefs (quick learning, simple knowledge, certain knowledge, and innate ability) and learned helplessness and (b) conceptual understanding and application reasoning in conceptual change learning (CCL). Hypothetical...
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| Published in: | Journal of educational psychology 1995-06, Vol.87 (2), p.282-292 |
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| Main Authors: | , |
| Format: | Article |
| Language: | English |
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| cited_by | cdi_FETCH-LOGICAL-a453t-ef68df451784ccd03f4d4edaf1ded841572624e20db3e66a063542f09b48e0c3 |
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| container_end_page | 292 |
| container_issue | 2 |
| container_start_page | 282 |
| container_title | Journal of educational psychology |
| container_volume | 87 |
| creator | Qian, Gaoyin Alvermann, Donna |
| description | This study examined the relationship between two variable sets: (a)
epistemological beliefs (quick learning, simple knowledge, certain
knowledge, and innate ability) and learned helplessness and (b)
conceptual understanding and application reasoning in conceptual change
learning (CCL). Hypothetical dimensions underlying the Epistemological
Belief Questionnaire and effects of different kinds of prior knowledge
on CCL were explored with 212 students in Grades 9-12 in 13 science
classes at a rural public high school in Georgia. Exploratory factor
analyses revealed 3 factors underlying epistemological beliefs: Quick
Learning, Simple-Certain Knowledge, and Innate Ability. Canonical
correlation analyses show that beliefs about Simple-Certain Knowledge
contribute the most to CCL, whereas beliefs about Innate Ability
contribute the least. Beliefs about Simple-Certain Knowledge and Quick
Learning are important factors in CCL. |
| doi_str_mv | 10.1037/0022-0663.87.2.282 |
| format | article |
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epistemological beliefs (quick learning, simple knowledge, certain
knowledge, and innate ability) and learned helplessness and (b)
conceptual understanding and application reasoning in conceptual change
learning (CCL). Hypothetical dimensions underlying the Epistemological
Belief Questionnaire and effects of different kinds of prior knowledge
on CCL were explored with 212 students in Grades 9-12 in 13 science
classes at a rural public high school in Georgia. Exploratory factor
analyses revealed 3 factors underlying epistemological beliefs: Quick
Learning, Simple-Certain Knowledge, and Innate Ability. Canonical
correlation analyses show that beliefs about Simple-Certain Knowledge
contribute the most to CCL, whereas beliefs about Innate Ability
contribute the least. Beliefs about Simple-Certain Knowledge and Quick
Learning are important factors in CCL.</description><identifier>ISSN: 0022-0663</identifier><identifier>EISSN: 1939-2176</identifier><identifier>DOI: 10.1037/0022-0663.87.2.282</identifier><identifier>CODEN: JLEPA5</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>Biological and medical sciences ; Concept Formation ; Educational psychology ; Fundamental and applied biological sciences. Psychology ; High School Students ; Human ; Learned Helplessness ; Learning ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Pupil and student. Academic achievement and failure ; Rural Environments ; Science education ; Sciences ; Self image ; Social research ; Student Attitudes ; Students</subject><ispartof>Journal of educational psychology, 1995-06, Vol.87 (2), p.282-292</ispartof><rights>1995 American Psychological Association</rights><rights>1995 INIST-CNRS</rights><rights>Copyright American Psychological Association Jun 1995</rights><rights>1995, American Psychological Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a453t-ef68df451784ccd03f4d4edaf1ded841572624e20db3e66a063542f09b48e0c3</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=3542746$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Qian, Gaoyin</creatorcontrib><creatorcontrib>Alvermann, Donna</creatorcontrib><title>Role of Epistemological Beliefs and Learned Helplessness in Secondary School Students' Learning Science Concepts From Text</title><title>Journal of educational psychology</title><description>This study examined the relationship between two variable sets: (a)
epistemological beliefs (quick learning, simple knowledge, certain
knowledge, and innate ability) and learned helplessness and (b)
conceptual understanding and application reasoning in conceptual change
learning (CCL). Hypothetical dimensions underlying the Epistemological
Belief Questionnaire and effects of different kinds of prior knowledge
on CCL were explored with 212 students in Grades 9-12 in 13 science
classes at a rural public high school in Georgia. Exploratory factor
analyses revealed 3 factors underlying epistemological beliefs: Quick
Learning, Simple-Certain Knowledge, and Innate Ability. Canonical
correlation analyses show that beliefs about Simple-Certain Knowledge
contribute the most to CCL, whereas beliefs about Innate Ability
contribute the least. Beliefs about Simple-Certain Knowledge and Quick
Learning are important factors in CCL.</description><subject>Biological and medical sciences</subject><subject>Concept Formation</subject><subject>Educational psychology</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>High School Students</subject><subject>Human</subject><subject>Learned Helplessness</subject><subject>Learning</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Pupil and student. Academic achievement and failure</subject><subject>Rural Environments</subject><subject>Science education</subject><subject>Sciences</subject><subject>Self image</subject><subject>Social research</subject><subject>Student Attitudes</subject><subject>Students</subject><issn>0022-0663</issn><issn>1939-2176</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1995</creationdate><recordtype>article</recordtype><recordid>eNp9kU-LFDEQxRtRcFz9Ap6CCp56rPzpJH3UYdcVBgRn7iGbVNYsPUmb9IDrpzfDLLsnPVSKkN97Rep13VsKawpcfQJgrAcp-VqrNVszzZ51KzrysWdUyefd6hF42b2q9Q4AeLusuj8_8oQkB3I5x7rgIU_5Njo7kS84RQyV2OTJFm1J6Mk1TvOEtaZWJCayQ5eTt-We7NzPnCeyW44e01I_niUx3baXiMkh2eR2zkslVyUfyB5_L6-7F8FOFd889Ituf3W531z32-9fv20-b3srBr70GKT2QQxUaeGcBx6EF-htoB69FnRQTDKBDPwNRyktSD4IFmC8ERrB8Yvu3dl2LvnXEeti7vKxpDbRSCq4BsXF_yBGYVQaBt2g9_-CKBthkKMSvFHsTLmSay0YzFzioS3JUDCnsMwpC3PKwmhlmGlhNdGHB2tb2_ZDscnF-qg8_UgJ-YTZ2Zq53jtbluhaJAb98cntL43en8U</recordid><startdate>19950601</startdate><enddate>19950601</enddate><creator>Qian, Gaoyin</creator><creator>Alvermann, Donna</creator><general>American Psychological Association</general><general>American Psychological Association, etc</general><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>EOLOZ</scope><scope>FKUCP</scope><scope>IZSXY</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>7RZ</scope><scope>PSYQQ</scope></search><sort><creationdate>19950601</creationdate><title>Role of Epistemological Beliefs and Learned Helplessness in Secondary School Students' Learning Science Concepts From Text</title><author>Qian, Gaoyin ; Alvermann, Donna</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a453t-ef68df451784ccd03f4d4edaf1ded841572624e20db3e66a063542f09b48e0c3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1995</creationdate><topic>Biological and medical sciences</topic><topic>Concept Formation</topic><topic>Educational psychology</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>High School Students</topic><topic>Human</topic><topic>Learned Helplessness</topic><topic>Learning</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Pupil and student. Academic achievement and failure</topic><topic>Rural Environments</topic><topic>Science education</topic><topic>Sciences</topic><topic>Self image</topic><topic>Social research</topic><topic>Student Attitudes</topic><topic>Students</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Qian, Gaoyin</creatorcontrib><creatorcontrib>Alvermann, Donna</creatorcontrib><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>Periodicals Index Online Segment 01</collection><collection>Periodicals Index Online Segment 04</collection><collection>Periodicals Index Online Segment 30</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - West</collection><collection>Primary Sources Access (Plan D) - International</collection><collection>Primary Sources Access & Build (Plan A) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Midwest</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Northeast</collection><collection>Primary Sources Access (Plan D) - Southeast</collection><collection>Primary Sources Access (Plan D) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Southeast</collection><collection>Primary Sources Access (Plan D) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - UK / I</collection><collection>Primary Sources Access (Plan D) - Canada</collection><collection>Primary Sources Access (Plan D) - EMEALA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - International</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - International</collection><collection>Primary Sources Access (Plan D) - West</collection><collection>Periodicals Index Online Segments 1-50</collection><collection>Primary Sources Access (Plan D) - APAC</collection><collection>Primary Sources Access (Plan D) - Midwest</collection><collection>Primary Sources Access (Plan D) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Canada</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - EMEALA</collection><collection>Primary Sources Access & Build (Plan A) - APAC</collection><collection>Primary Sources Access & Build (Plan A) - Canada</collection><collection>Primary Sources Access & Build (Plan A) - West</collection><collection>Primary Sources Access & Build (Plan A) - EMEALA</collection><collection>Primary Sources Access (Plan D) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - Midwest</collection><collection>Primary Sources Access & Build (Plan A) - North Central</collection><collection>Primary Sources Access & Build (Plan A) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - Southeast</collection><collection>Primary Sources Access (Plan D) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - APAC</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - MEA</collection><collection>PsycARTICLES</collection><collection>ProQuest One Psychology</collection><jtitle>Journal of educational psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Qian, Gaoyin</au><au>Alvermann, Donna</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Role of Epistemological Beliefs and Learned Helplessness in Secondary School Students' Learning Science Concepts From Text</atitle><jtitle>Journal of educational psychology</jtitle><date>1995-06-01</date><risdate>1995</risdate><volume>87</volume><issue>2</issue><spage>282</spage><epage>292</epage><pages>282-292</pages><issn>0022-0663</issn><eissn>1939-2176</eissn><coden>JLEPA5</coden><abstract>This study examined the relationship between two variable sets: (a)
epistemological beliefs (quick learning, simple knowledge, certain
knowledge, and innate ability) and learned helplessness and (b)
conceptual understanding and application reasoning in conceptual change
learning (CCL). Hypothetical dimensions underlying the Epistemological
Belief Questionnaire and effects of different kinds of prior knowledge
on CCL were explored with 212 students in Grades 9-12 in 13 science
classes at a rural public high school in Georgia. Exploratory factor
analyses revealed 3 factors underlying epistemological beliefs: Quick
Learning, Simple-Certain Knowledge, and Innate Ability. Canonical
correlation analyses show that beliefs about Simple-Certain Knowledge
contribute the most to CCL, whereas beliefs about Innate Ability
contribute the least. Beliefs about Simple-Certain Knowledge and Quick
Learning are important factors in CCL.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><doi>10.1037/0022-0663.87.2.282</doi><tpages>11</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0022-0663 |
| ispartof | Journal of educational psychology, 1995-06, Vol.87 (2), p.282-292 |
| issn | 0022-0663 1939-2176 |
| language | eng |
| recordid | cdi_proquest_journals_614380734 |
| source | PsycArticles (EBSCO) |
| subjects | Biological and medical sciences Concept Formation Educational psychology Fundamental and applied biological sciences. Psychology High School Students Human Learned Helplessness Learning Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Pupil and student. Academic achievement and failure Rural Environments Science education Sciences Self image Social research Student Attitudes Students |
| title | Role of Epistemological Beliefs and Learned Helplessness in Secondary School Students' Learning Science Concepts From Text |
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