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文章基本信息

  • 标题:Personal Epistemological Beliefs and Their Relationship to Learning
  • 本地全文:下载
  • 作者:Mark R. Young
  • 期刊名称:Journal for Advancement of Marketing Education
  • 印刷版ISSN:2326-3296
  • 电子版ISSN:1537-5137
  • 出版年度:2005
  • 卷号:6
  • 期号:1
  • 页码:63
  • 出版社:Marketing Management Association
  • 摘要:This paper investigates students’ beliefs about the nature of knowledge and learning, or epistemological beliefs, and how these beliefs affect motivation to learn, choice of study strategies, and perceived academic performance. Results from this study suggest that “naïve” epistemological beliefs serve as a barrier to knowledge integration and promote the use of short term learning strategies and superficial learning. Students with more “sophisticated” epistemological beliefs tend to be more intrinsically motivated to learn, use higher level learning strategies and report higher levels of perceived academic performance. Teaching recommendations to develop more sophisticated epistemological beliefs include (1) creating opportunities for student construction of knowledge, (2) providing explicit guidance in knowledge organization and integration, and (3) emphasizing sophisticated epistemological perspectives through spoken and written classroom discussions
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