Abstract
Although college students' epistemological orientation largely determines how they approach, interpret, and learn in higher educational contexts, little is known about the student characteristics which reliably predict the orientation. Thus, the aim of this study was to determine the relative potency of different student characteristics potentially salient to differentiating epistemological view. The student variables evaluated were demographic (major and sex), verbal ability, and learning style (four scales from the Inventory of Learning Processes). Results of correlational and multiple regression analyses reveal that only students verbal skill accounted for a significant percent of the variance in epistemological orientation. The results are discussed in terms of the meaning of the orientation, its relevance to practitioners, and implications for further investigation.
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Wilkinson, W.K., Schwartz, N.H. Predicting students' epistemological orientation from demographic, ability, and learning style variables. Innov High Educ 14, 131–139 (1990). https://doi.org/10.1007/BF00889614
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DOI: https://doi.org/10.1007/BF00889614