Nonlinear epistemic belief profiles show a diverging pattern for science self-concept: multiplistic profiles score similarly or lower than absolutistic, while evidence-based profiles score similarly or higher than sophisticated¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Multiplistic and evidence-based profiles (both nonlinear/overlapping) showed opposite patterns for science self-concept relative to their linear counterparts. → Julia Schiefer 2022

Evidence¶

Julia Schiefer 2022¶

Julia Schiefer, Peter A. Edelsbrunner, Andrea Bernholt, Nele Kampa, Andreas Nehring. (2022). Epistemic Beliefs in Science—A Systematic Integration of Evidence From Multiple Studies. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09661-w

q2 · i? · quant-synthesis · r1

Descriptive analysis of science self-concept covariate means across profiles in eight samples (Fig. 4). The authors note 'a tendency in our results for students with a high self-concept to be assigned to (highly) sophisticated or evidence-based profiles. However, this result was not consistent across samples.'

"The multiplistic profiles showed similar and sometimes even lower levels than the linear absolutistic profiles; by contrast, the evidence-based profiles showed similarly high and even higher levels than the linear sophisticated profiles."

Discussion¶

Learner Variables¶

• Academic Self-Concept — outcome: instruction changes it

Related Claims¶

• A positive relation exists between the level of sophistication of epistemic belief profiles and understanding of the control-of-variables strategy — related
• Overlapping (nonlinear) epistemic belief profiles are a systematic phenomenon across grades and tracks, not limited to few students or specific contexts — a broader claim this one bears on
• Four intermediate epistemic levels — late absolutist, early multiplist, late multiplist, and early evaluatist — emerged when students' forced-choice assumptions were triangulated with their written justifications — related
• Among students choosing multiplist and evaluatist assumptions, 11th-grade students were more likely than eighth-grade students to justify their views with pragmatic and evidential criteria of knowing — related