rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    non sort: The
    title: epistemological beliefs of underprepared undergraduate students
  name:
    name part: Cole, Rebecca Pollard.
    role:
      role term: creator
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: xx
    date issued: 1996
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    extent: xi, 143 leaves : illustrations ; 28 cm.
  abstract: Epistemological beliefs have emerged as a factor influencing self-regulated learning. Specifically, epistemological beliefs are defined as the general, fundamental understandings or intuitions that a learner holds about the nature of knowledge and learning (Jehng, Johnson, & Anderson, 1993). Of particular interest to the following study were the epistemological beliefs of underprepared undergraduate students and their relationship to metacognitive knowledge and academic success. In previous research, epistemological beliefs have emerged across six dimensions (a) certain knowledge, (b) orderly process, (c) quick learning, (d) innate ability, (e) omniscient authority, and (f) simple knowledge. The 101 subjects in the study were participants in the university's program for provisional students. Students participating in the program were designated as underprepared or provisional by the university due to deficiencies in any combination of high school GPR, SAT, size of high school, quality of senior year coursework, leadership experiences, and extracurricular experiences. Epistemological beliefs of the underprepared students were assessed using an instrument designed by Jehng et al. (1993). Metacognitive knowledge of learning and memory was assessed using an instrument designed by the researcher. The instruments designed to measure epistemological beliefs and metacognition were administered twice, once at the beginning and once at the end of the students' first five week summer session. Data used to indicate academic success were scores from the SAT Math test, SAT Verbal test, and college grade point averages. Results from the present study demonstrated that the epistemological beliefs of underprepared undergraduate students tended to be naive rather than sophisticated. In addition, the beliefs of the underprepared students could not be characterized across six distinct dimensions but emerged rather as two general beliefs regarding the nature of learning and the nature o…
  note: by Rebecca Pollard Cole.
  note: Vita.
  note: "Major Subject: Educational Psychology".
  note: Issued also on microfiche from University Microfilms Inc.
  note: Includes bibliographical references: pages 117-129.
  note: Ph. D. Texas A&M University 1996.
  subject:
    topic: Major educational psychology
  identifier: 97-18316 UMI
  identifier: http://proxy.library.tamu.edu/login
  related item:
    location:
      url: http://proxy.library.tamu.edu/login
  record info:
    record content source: TXA
    record creation date: 970730
    record change date: 20190325093313.0
    record identifier: in00001361903