Epistemic beliefs and achievement goal orientations: Relations between constructs versus personal profiles

Nir Madjar, Michael Weinstock, Avi Kaplan

Research output: Contribution to journalArticlepeer-review

25 Scopus citations


Research has found students' epistemic beliefs to predict their achievement goal orientations. Much of this research emerged from the dimensional approach of epistemic beliefs, which hypothesized a relationship between particular independent dimensions of epistemic beliefs with different achievement goals. Research in this approach has primarily applied a variable-centered approach to investigating these relations. The authors adopt an alternative conceptualization of epistemic beliefs, which considers epistemic beliefs and achievement goals as orthogonal to each other, and which favors a profile-centered approach to researching their relations. They hypothesized that while a variable-centered analysis would identify relations between epistemic beliefs and achievement goal orientations, a profile-centered analysis would demonstrate the independence of these psychological constructs. In three studies with high school students (ns = 256, 149, 250) the authors demonstrate that epistemic beliefs and achievement goals form different personal profiles that are differentially related to learning strategies.

Original languageEnglish
Pages (from-to)32-49
Number of pages18
JournalJournal of Educational Research
Issue number1
StatePublished - 2 Jan 2017


  • Achievement goals
  • classroom goal structure
  • learning strategies
  • personal epistemology
  • profile-centered analysis

ASJC Scopus subject areas

  • Education


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