AP  >> Vol. 4 No. 6 (November 2014)

    The Relationship of Epistemological Beliefs, Need for Closure in Classroom, and Learning Strategies among Chinese High School Students

  • 全文下载: PDF(594KB) HTML    PP.788-798   DOI: 10.12677/AP.2014.46103  
  • 下载量: 2,084  浏览量: 8,309   科研立项经费支持


陈 萍,陈 陈:南京师范大学心理学院,南京

认识论信念课堂认知闭合需要学习策略高中生Epistemological Beliefs Need for Closure in Classroom Learning Strategies High School Students


采用问卷法调查了213名高中生认识论信念、课堂认知闭合需要和学习策略的关系。研究结果表明:1)知识的稳定性正向预测深层学习策略,全知全能的权威负向预测深层学习策略。2) 对结构的偏好正向预测表层学习策略以及深层学习策略;对确定性的偏好负向预测深层学习策略。3) 知识的结构、知识的稳定性通过对结构的偏好间接预测表层学习策略和深层学习策略;知识的结构通过对确定性的偏好间接预测深层学习策略。

This study aimed to investigate the relationship of epistemological beliefs, need for closure in classroom, and learning strategies by using questionnaire among 213 Chinese high school students. Research results demonstrated that the stability of knowledge significantly and positively predicted deep learning strategy, whereas omniscient authority significantly and negatively pre-dicted deep learning strategy. Furthermore, preference for structure significantly and positively predicted both surface and deep learning strategies, whereas preference for certainty significantly and negatively predicted deep learning strategy. In addition, the structure and stability of know-ledge were found to predict both deep and surface learning strategies indirectly through preference for structure, and structure of knowledge predicted deep learning strategy indirectly through preference for certainty.

陈萍, 陈陈 (2014). 认识论信念、课堂认知闭合需要和高中生学习策略的关系. 心理学进展, 4(6), 788-798. http://dx.doi.org/10.12677/AP.2014.46103


[1] 陈荻卿, 张景媛(2007). 知识信念影响学习运作模式之验证. 教育心理学报, 1期, 23-43.
[2] 陈松(2011). 自我调节学习中成就目标的动机效应研究. 博士论文, 上海: 华东师范大学.
[3] 陈育焕(2010). 新加坡中学生的认识论信念, 华文学习信念探究. 硕士论文, 上海: 复旦大学.
[4] 刘雪峰, 张志学(2009). 认知闭合需要研究评述. 心理科学进展, 1期, 51-55.
[5] 桑青松, 夏萌(2010). 初中生认识论信念及其与学习方式, 学业成就的关系. 心理学探新, 4期, 70-75.
[6] 王婷婷, 沈烈敏(2007). 高中生认识论信念调查研究. 心理科学, 6期, 1486-1488.
[7] 温忠麟, 侯杰泰, 马什赫伯特(2004). 结构方程模型检验: 拟合指数与卡方准则. 心理学报, 2期, 186-194.
[8] Biggs, J., Kember, D., & Leung, D. Y. (2001) The revised two-factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133-149.
[9] Biggs, J. B. (1987) The study process questionnaire (SPQ): Manual. Hawthorn: Australian Council for Educational Research.
[10] Cano, F. (2005) Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance. British Journal of Educational Psychology, 75, 203-221.
[11] Chan, K. W., & Elliott, R. G. (2002). Exploratory study of Hong Kong teacher education students’ epistemological beliefs: Cultural perspectives and implications on beliefs research. Contemporary Educational Psychology, 27, 392-414.
[12] Chan, K. W. (2003). Hong Kong teacher education students epistemological beliefs and approaches to learning. Research in Education, 69, 36-50.
[13] Clarebout, G., Elen, J., Luyten, L., & Bamps, H. (2001). Assessing epistemological beliefs: Schommer’s questionnaire revisited. Educational Research and Evaluation, 7, 53-77.
[14] Dahl, T. I., Bals, M., & Turi, A. L. (2005). Are students’ beliefs about knowledge and learning associated with their reported use of learning strategies? British Journal of Educational Psychology, 75, 257-273.
[15] DeBacker, T. K., & Crowson, H. M. (2006). Influences on cognitive engagement: Epistemological beliefs and need for closure. British Journal of Educational Psychology, 76, 535-551.
[16] DeBacker, T. K., & Crowson, H. M. (2008). Measuring need for closure in classroom learners. Contemporary Educational Psychology, 33, 711-732.
[17] DeBacker, T. K., & Crowson, H. M. (2009). The influence of need for closure on learning and teaching. Educational Psychology Review, 21, 303-323.
[18] Dijksterhuis, A., Van Knippenberg, A., Kruglanski, A. W., & Schaper, C. (1996). Motivated social cognition: Need for closure effects on memory and judgment. Journal of Experimental Social Psychology, 32, 254-270.
[19] Duncan, T. G., & McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40, 117-128.
[20] Entwistle, N. (1997). The approaches and study skills inventory for students (ASSIST). Edinburgh: Centre for Research on Learning and Instruction, University of Edinburgh.
[21] Entwistle, N., McCune, V., & Walker, P. (2001). Conceptions, styles, and approaches within higher education: Analytical abstractions and everyday experience. In R. Stenberg & L. F. Zang, (Eds.), Perspectives on cognitive, learning and thinking styles (pp. 211-245). Mahwah, NJ: Lawrence Erlbaum.
[22] Hammer, D., & Elby, A. (2002). On the form of a personal epistemology. In B. K. Hofer, & P. R. Pintrich, (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 169-190). Mahwah, NJ: Lawrence Erlbaum.
[23] Harlow, L., DeBacker, T., & Crowson, H. M. (2011). Need for closure, achievement goals, and cognitive engagement in high school students. The Journal of Educational Research, 104, 110-119.
[24] Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88-140.
[25] Hofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25, 378-405.
[26] Hofer, B. K. (2001). Personal epistemology research: Implications for learning and teaching. Educational Psychology Review, 13, 353-383.
[27] Kizilgunes, B., Tekkaya, C., & Sungur, S. (2009). Modeling the relations among students’ epistemological beliefs, motivation, learning approach, and achievement. The Journal of Educational Research, 102, 243-256.
[28] Kruglanski, A. W. (1989). Lay epistemics and human knowledge: Cognitive and motivational bases. New York: Plenum.
[29] Kruglanski, A. W., & Webster, D. M. (1996). Motivated closing of the mind: “Seizing” and “freezing”. Psychological Review, 103, 263-283.
[30] Lin, T. J., Deng, F., Chai, C. S., & Tsai, C. C. (2013). High school students’ scientific epistemological beliefs, motivation in learning science, and their relationships: A comparative study within the Chinese culture. International Journal of Educational Development, 33, 37-47.
[31] Metallidou, P. (2013). Epistemological beliefs as predictors of self-regulated learning strategies in middle school students. School Psychology International, 34, 283-298.
[32] Muis, K. R. (2004). Personal epistemology and mathematics: A critical review and synthesis of research. Review of Educational Research, 74, 317-377.
[33] Ozkal, K., Tekkaya, C., Cakiroglu, J., & Sungur, S. (2009). A conceptual model of relationships among constructivist learning environment perceptions, epistemological beliefs, and learning approaches. Learning and Individual Differences, 19, 71-79.
[34] Phan, H. P. (2008). Multiple regression analysis of epistemological beliefs, learning approaches, and self-regulated learning. Electronic Journal of Research in Educational Psychology, 6, 157-184.
[35] Phan, H. P. (2009). Amalgamation of future time orientation, epistemological beliefs, achievement goals and study strategies: Empirical evidence established. British Journal of Educational Psychology, 79, 155-173.
[36] Qian, G., & Pan, J. (2002). A comparison of epistemological beliefs and learning from science text between American and Chinese high school students. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 365-385). Mahwah, NJ: Erlbaum.
[37] Ravindran, B., Greene, B. A., & Debacker, T. K. (2005). Predicting preservice teachers’ cognitive engagement with goals and epistemological beliefs. The Journal of Educational Research, 98, 222-233.
[38] Richter, L., & Kruglanski, A. W. (1998). Seizing on the latest: Motivationally driven recency effects in impression formation. Journal of Experimental Social Psychology, 34, 313-329.
[39] Rodriguez, L., & Cano, F. (2007). The learning approaches and epistemological beliefs of university students: A cross-sectional and longitudinal study. Studies in Higher Education, 32, 647-667.
[40] Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498-504.
[41] Schommer, M. (1994). An emerging conceptualization of epistemological beliefs and their role in learning. In R. Garner & P. A. Alexander (Eds.), Beliefs about text and instruction with text (pp. 25-40). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
[42] Selig, J. P., & Preacher, K. J. (2008). Monte Carlo method for assessing mediation: An interactive tool for creating confidence intervals for indirect effects [Computer software]. http://quantpsy.org/
[43] Tümkaya, S. (2012). The investigation of the epistemological beliefs of university students according to gender, grade, fields of study, academic success and their learning styles. Educational Sciences: Theory & Practice, 12, 88-95.
[44] Tsai, C. C., Jessie Ho, H. N., Liang, J. C., & Lin, H. M. (2011). Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students. Learning and Instruction, 21, 757-769.