Avoidant-style preservice teachers hold stronger certainty-of-knowledge beliefs than participant-style peers¶

Claim · All claims
Evidence · 1 study · associational r1 · q3
Currency · newest study 2018 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? Scheffe post hoc analysis showed individuals with avoidant learning style had significantly higher scores from the certainty knowledge dimension than those with participant learning style. → Balta 2018

Evidence¶

Balta 2018¶

Balta, E. E. (2018). Reflective Thinking Tendencies and Epistemological Beliefs in Terms of Learning Styles. International Journal of Higher Education, 7(6). https://doi.org/10.5430/ijhe.v7n6p106

q3 · i? · associational · r1

Scheffe post hoc comparison following the ANOVA in Table 5 (avoidant n=33, mean 2.87; participant n=52, mean 2.50). The discussion interprets viewing knowledge as certain as indicating immaturity of epistemological belief in this dimension.

"Finally, individuals with avoidant learning style had significantly higher scores from the dimension of certainty knowledge than those with participant learning style."

Discussion¶

Learner Variables¶

Learning-Style Preferences — predictor: learners reporting different styles differed here; not a test of matching instruction to style

Reflective thinking dimensions correlate positively with learning process/expert knowledge, and most correlate positively with learning effort and negatively with innate/fixed ability and certainty of knowledge — the general claim this finding bears on, with the studies behind it
Preservice teachers' epistemological beliefs differ significantly by learning style in all four dimensions — a broader claim this one bears on
Collaborative-style preservice teachers score higher on continuous and intentional thinking than avoidant and dependent styles — related
Independent-style preservice teachers score higher on open-mindedness than avoidant, collaborative, and competitive styles — related
Epistemological belief dimensions offer an understanding of human-GAI engagement — related

Page metadata

Field	Value
`type`	`claim`
`id`	`avoidant-style-higher-certainty-knowledge`
`title`	`Avoidant-style preservice teachers hold stronger certainty-of-knowledge beliefs than participant-style peers`
`description`	`Avoidant-style preservice teachers hold stronger certainty-of-knowledge beliefs than participant-style peers`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2018`
`source_checked`	`2026-10-20`
`generated`	by `process:wiki-ingest` on `2026-09-26`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `balta-2018`

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