Empirical Evidence Regarding Relations Among a Model of Epistemic and Ontological Cognition, Academic Performance, and Educational Level
Empirical Evidence Regarding Relations Among a Model of Epistemic and Ontological Cognition, Academic Performance, and Educational Level
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DOI：
10.1037/a0017998
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发表时间：
2010-02-01
影响因子：
4.9
通讯作者：
Azevedo, Roger
中科院分区：
文献类型：
--
作者：
Greene, Jeffrey Alan;Torney-Purta, Judith;Azevedo, Roger
个人认识论的模型没有得到充分的整合，尽管概念上的相似之处。我们试图对个人认识论的维度和位置方面进行建模，并研究这些现象的领域特异性。本研究的概念框架是一个新的认识论和本体论的认知发展模型，解决了文献中的许多问题。一个基于模型的定量工具的创建和管理，从中学到研究生院的740名学生。验证性因素和因素混合模型分析的结果提供了证据的结构效度和可靠性的分数从工具，以及支持许多方面的基本概念模型。进一步的模型开发和研究的影响进行了讨论。
Models of personal epistemology have not been sufficiently integrated despite conceptual similarities. We attempted to model both dimensional and positional aspects of personal epistemology, as well as examine the domain specificity of these phenomena. The conceptual framework for this study was a new model of epistemic and ontological cognitive development that addresses numerous concerns in the literature. A model-based quantitative instrument was created and administered to 740 students ranging from middle-school through graduate school. Results of confirmatory factor and factor-mixture model analyses provided evidence for the construct validity and reliability of scores from the instrument as well as support for many aspects of the underlying conceptual model. Implications for further model development and research are discussed.