Claims

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

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q3 · i1 small
Currency · newest study 2018 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · 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 i1 Continuous and intentional thinking correlated positively with learning effort (r=0,123; p<0,05) and learning process/expert knowledge (r=0,311; p<0,01), and negatively with innate/fixed ability (r=-0,133; p<0,01) and certainty of knowledge (r=-0,098; p<0,05). → Balta 2018 q3 i1 Looking professional correlated positively with learning process/expert knowledge (r=0,278; p<0,01) and learning effort (r=0,161; p<0,01), and negatively with innate/fixed ability (r=-0,179; p<0,01) and certainty of knowledge (r=-0,165; p<0,01). → Balta 2018 (2)

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 · i1 · associational · r2

Correlation analysis (Table 6, n=410) between reflective thinking and epistemological belief dimensions. The printed correlations are small; the article concludes there is a relationship between reflective thinking tendencies and epistemological beliefs.

"Continuous and intentional thinking, one of the dimensions of reflective thinking tendencies, was significantly and positively correlated with learning effort (r=0,123; p<0,05) and learning process/expert knowledge (r=0,311; p<0, 01) while it significantly and ne gatively correlated with innate/fixed ability (r= -0,133; p<0, 01) and certainty of knowledge (r= -0,098; p<0,05)."

Balta 2018 (2)

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 · i1 · associational · r1

Correlation analysis (Table 6, n=410) for the looking professional dimension, whose correlations are small (|r| = .16 to .28); Table 6 also prints larger ones elsewhere, such as r = .537 between learning process/expert knowledge and learning effort. Not every reflective-thinking dimension correlated with every belief: researcher (r = -.017) and foresighted and sincere (r = -.029) were not significantly correlated with innate/fixed ability or with certainty of knowledge, and open-minded was not significantly correlated with learning effort.

"Moreover, looking professional dimension was significantly and positively correlated with learning process/expert knowledge (r=0,278; p<0,01) and learning effort (r=0,161; p<0,0 1) while it significantly and negatively correlated with innate/fixed ability (r= -0,179; p<0,0 1) and certainty of knowledge (r=-0,165; p<0,01)."

Studies bearing on this claim

Do learners' beliefs about knowledge go with how they think and study, and with the kind of help they want? This table gathers the studies behind this claim and the 6 narrower claims that bear on it: 2 distinct studies (2 associational), q2–q3, 2 of 2 with an effect size coded. One row per study, codes as each entry records them; no effect is averaged and no verdict is drawn. Built by scripts/synthesize_claim.py from eval/synthesis/; a row that looks wrong is fixed on the claim it comes from.

Study Design Effect as recorded Bears on this claim through
Balta 2018 q3 · associational · r2 i1; i? this claim; Avoidant-style preservice teachers hold stronger certainty-of-knowledge beliefs than parti (supports); Preservice teachers' epistemological beliefs differ significantly by learning style in all (supports)
Amogh Sirnoorkar and Omkar Mamidpalliwar 2026 q2 · associational · r2 i?; i0 Students preferring combination-style chatbots had higher total EBAPS scores than students (supports); Combination-preferring students scored higher than answer-preferring students on evolving- (supports); Chatbot preference groups differed in total EBAPS and Axis 4/5 scores at the nominal level (qualifies); No statistically significant EBAPS differences were observed for Axes 1–3 or between guide (qualifies)

Discussion

Learner Variables

Page metadata
Field Value
type claim
id reflective-thinking-correlates-epistemological-beliefs
title 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
description 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
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 2 — balta-2018, balta-2018-2

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