Abstract
We examine the relationship between high school students' beliefs about the nature of knowledge, or epistemological beliefs, and their attitudes toward education. High school students completed an epistemological questionnaire assessing their beliefs in fixed ability to learn, simple knowledge, quick learning, and certain knowledge. Then they answered open-ended questions on a hypothetical character named Billy. They were to advise Billy if he should go on to college even though his grades were poor and his parents had no money. Finally, they completed questions about their own feelings toward high school and their expectations of the demands of college. Attitudes toward school were then regressed on epistemological belief factor scores. The less students believed in fixed ability to learn and quick learning, the more likely they were to encourage Billy to go to college and to appreciate the role of school in furthering their education, gaining employment, and living everyday life.
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Schommer, M., Walker, K. Epistemological Beliefs and Valuing School: Considerations for College Admissions and Retention. Research in Higher Education 38, 173–186 (1997). https://doi.org/10.1023/A:1024929619223
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DOI: https://doi.org/10.1023/A:1024929619223