Three-semester four-wave longitudinal design with multi-group growth modelling for parallel epistemic-belief processes¶

Design · All designs
Evidence · no claims cited

Description¶

The study's methodological element is a "three-semester long four-wave study with 226 undergraduates" in which "Data were analysed by multi- group growth modelling for parallel processes." This design permits modelling of belief trajectories across disciplines in parallel, enabling the differential-development analysis that grounded the article's conclusions about epistemic sophistication.

Design Implications¶

Context¶

Requirements¶

Repeated measurement across four waves spanning three semesters to model belief trajectories.

Constraints¶

Applied to undergraduates in computer science and psychology; findings reported for these two disciplines.

Target Learners¶

higher education undergraduates

Learning Goals¶

measuring change in epistemic beliefs about the nature of knowledge over time

Claims¶

Examples¶

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Key Sources¶

Rosman, T., Mayer, A.-K., Kerwer, M., & Krampen, G. (2017). The differential development of epistemic beliefs in psychology and computer science students: A four-wave longitudinal study. Learning and Instruction, 49, 166–177. doi:10.1016/j.learninstruc.2017.01.006

Page metadata

Field	Value
`type`	`design`
`id`	`four-wave-multigroup-growth-epistemic-beliefs`
`title`	`Three-semester four-wave longitudinal design with multi-group growth modelling for parallel epistemic-belief processes`
`description`	`The study's methodological element is a "three-semester long four-wave study with 226 undergraduates" in which "Data were analysed by multi- group growth modelling for parallel processes." This design permits modellin...`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-10-23`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `rosman-2017`

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