Document Type

Article

Department/Program

Education

Publication Date

2012

Journal

Learning and Individual Differences

Volume

22

First Page

724

Last Page

735

Abstract

The purpose of this study was to explore (a) the individual belief profiles that naturally arise among middle and high school science students (n = 1225); (b) the relationships between these profiles to science achievement and other prominent motivation variables; and (c) the demographic and developmental differences among the belief profiles. Results revealed that a four-class solution fit the data the best. These profiles were differentially related to achievement goal orientations, science self‐efficacy, and science achievement. Differences in profiles also arose as a function of minority status, grade level, and gender. Findings support and refine Schommer-Aikins's (2004) Embedded Systemic Model of epistemic beliefs. Results are discussed in relation to theory and implications for science instruction.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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