Preservice teachers' epistemological beliefs differ significantly by learning style in all four dimensions¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2018 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? ANOVA on 410 preservice teachers showed epistemological beliefs differ significantly in terms of learning styles in all dimensions of the Epistemological Beliefs Questionnaire. → 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 · r2

ANOVA comparing six learning style groups (n=410) on the four-dimension Epistemological Beliefs Questionnaire; F values ranged from 2.780 (certainty knowledge, p=0.017) to 14.446 (learning process/expert knowledge, p=0.000). The article states beliefs "differ significantly in terms of learning styles in all dimensions."

"When ANOV A results are examined, it is seen that the epistemological beliefs differ significantly in terms of learning styles in all dimensions as can be seen in Table 5."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Avoidant-style preservice teachers hold stronger certainty-of-knowledge beliefs than participant-style peers — a narrower finding that bears on this claim
• Collaborative-style preservice teachers score higher on continuous and intentional thinking than avoidant and dependent styles — a narrower finding that bears on this claim
• Preservice teachers' reflective thinking tendencies differ statistically by learning style in all seven dimensions — related
• 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 — related
• Independent-style preservice teachers score higher on open-mindedness than avoidant, collaborative, and competitive styles — a narrower finding that bears on this claim
• Epistemological belief dimensions offer an understanding of human-GAI engagement — related