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

Nir Madjar, Michael Weinstock, Avi Kaplan

Research output: Contribution to journalArticlepeer-review

19 Scopus citations

Abstract

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
Volume110
Issue number1
DOIs
StatePublished - 2 Jan 2017

Keywords

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

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