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Learning Conceptions, and Academic Success","grobid_abstract":"University students' epistemic beliefs may have practical consequences for studying and success in higher education. Such beliefs constitute epistemic theories that may empirically manifest themselves as epistemic profiles. This study examined university students' epistemic profiles and their relations to conceptions of learning, age, gender, discipline, and academic achievement. The participants were 1515 students from five faculties who completed questionnaires about epistemic beliefs, including a subsample who also completed a questionnaire that included conceptions of learning. We measured epistemic beliefs: reflective learning, collaborative knowledge-building, valuing metacognition, certain knowledge, and practical value. First, we analyzed structural validity by using confirmatory factor analysis. Second, we conducted latent profile analysis that revealed three epistemic profiles: Pragmatic (49%), reflective-collaborative (26%) and fact-oriented (25%). Then, we compared the conceptions of learning across the profiles as well as demographic information, credits, and grades. The profiles' conceptions of learning varied: The reflective-collaborative group scored high on conception of learning named \"construction of knowledge.\" Its members were more likely to be females, teachers, and mature students, and they had the highest academic achievement. The fact-oriented group (mostly engineering/science students) scored highest on \"intake of knowledge.\" The pragmatic group scored highest on \"use of knowledge:\" During the second year, their academic achievement improved. In sum, the epistemic profiles were closely related to conceptions of learning and also associated with academic achievement.","publication_name":"Higher Education","grobid_abstract_attachment_id":"70040862"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"University students’ epistemic profiles, conceptions of learning, and academic performance","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [44954130]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div 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PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">University students’ epistemic profiles, conceptions of learning, and academic performance</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="44954130" href="https://helsinki.academia.edu/KirstiLonka"><img alt="Profile image of Kirsti Lonka" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/44954130/11936357/39349742/s65_kirsti.lonka.jpg" />Kirsti Lonka</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">Higher Education</p></div><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" 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data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="1472866" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/1472866/The_Investigation_of_the_Epistemological_Beliefs_of_University_Students_According_to_Gender_Grade_Fields_of_Study_Academic_Success_and_Their_Learning_Styles">The Investigation of the Epistemological Beliefs of University Students According to Gender, Grade, Fields of Study, Academic Success and Their Learning Styles</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="879737" href="https://marmara.academia.edu/HalilEksi">Halil Eksi</a></div><p class="ds-related-work--abstract ds2-5-body-sm">The aim of this study is to investigate the epistemological beliefs of university students according to their genders, classes, fields of Study, academic success and learning styles. This study was carried out with 246 females and 242 males, in total 488 university students. The data was collected through Epistemological Beliefs Questionnaire (EBQ), Kolb Learning Style Inventory (KLSI) and Personal Information Form. According to the findings, the epistemological beliefs do not differ depending on the gender of the students. According to the grade levels, it was found out that two beliefs, one of which is that “Learning depends on the effort” and the other one is that “There is one unchanging truth”, differ. However; the belief concerning that “learning depends on ability” does not differ. It was seen that the common interaction between the gender and the grade level did not differ significantly in the sub-dimensions of the beliefs concerning that “learning depends on effort” and of the beliefs concerning that “learning depends on ability; whereas it differs meaningfully in the sub-dimension of the beliefs that “There is one unchanging truth”. Results showed that the males in the second grade believed that there is more than one unchanging truth. It was realized that the epistemological beliefs of the students differ according to their fields of study; however, they do not differ according to the common effect of the academic success and the field of Study. It was understood that the students from the field of social sciences in the sub-dimension of the belief concerning that “learning depends on effort”; the students from the field of health in the sub-dimension of the belief concerning that “learning depends on ability”; the students from the field of science-techniques were more developed/mature in the sub-dimension of the belief concerning that “There is one unchanging truth”. It was determined that a great majority of university students have “Assimilating” and “Converging” learning styles. It was seen that there is not a meaningful difference in the sub-dimension of the beliefs concerning that “learning depends on effort” in terms of different learning styles. On the other hand, it was realized that there is a meaningful difference in the sub-dimensions of the beliefs concerning that “learning depends on ability” and of the beliefs that “There is one unchanging truth” in favour of the students who have “Diverging” learning styles. It was suggested for the further studies to investigate the epistemological beliefs of the university instructors and the personal characteristics (locus of control, learned helplessness) of the students.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Investigation of the Epistemological Beliefs of University Students According to Gender, Grade, Fields of Study, Academic Success and Their Learning Styles","attachmentId":11525555,"attachmentType":"pdf","work_url":"https://www.academia.edu/1472866/The_Investigation_of_the_Epistemological_Beliefs_of_University_Students_According_to_Gender_Grade_Fields_of_Study_Academic_Success_and_Their_Learning_Styles","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/1472866/The_Investigation_of_the_Epistemological_Beliefs_of_University_Students_According_to_Gender_Grade_Fields_of_Study_Academic_Success_and_Their_Learning_Styles"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="103919960" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/103919960/Ways_of_Knowing_and_Epistemological_Beliefs_Combined_effect_on_academic_performance">Ways of Knowing and Epistemological Beliefs: Combined effect on academic performance</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="258997110" href="https://independent.academia.edu/MarilynEaster">Marilyn Easter</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Educational Psychology, 2006</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Ways of Knowing and Epistemological Beliefs: Combined effect on academic performance","attachmentId":103791470,"attachmentType":"pdf","work_url":"https://www.academia.edu/103919960/Ways_of_Knowing_and_Epistemological_Beliefs_Combined_effect_on_academic_performance","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/103919960/Ways_of_Knowing_and_Epistemological_Beliefs_Combined_effect_on_academic_performance"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="96963611" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/96963611/Examination_of_student_learning_approaches_reflective_thinking_and_epistemological_beliefs_A_latent_variables_approach">Examination of student learning approaches, reflective thinking, and epistemological beliefs: A latent variables approach</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="211632999" href="https://independent.academia.edu/HuyB%C3%ACnhPhan">Huy Bình Phan</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Electronic Journal of Research in …, 2006</p><p class="ds-related-work--abstract ds2-5-body-sm">Introduction. The work of reflective thinking (Mezirow, 1991, 1998) and epistemological beliefs (Schommer, 1990, 1993; Schommer-Aikins, Duell & Hutter, 2005) is increasingly recognized as playing an important role in students&#x27; academic learning. ...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Examination of student learning approaches, reflective thinking, and epistemological beliefs: A latent variables approach","attachmentId":98715943,"attachmentType":"pdf","work_url":"https://www.academia.edu/96963611/Examination_of_student_learning_approaches_reflective_thinking_and_epistemological_beliefs_A_latent_variables_approach","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link 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href="https://malaya.academia.edu/rahimi">Rahimi Md Saad</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2012</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Epistemological Beliefs of Undergraduate Students as Function of Gender and Academic Level","attachmentId":32927275,"attachmentType":"pdf","work_url":"https://www.academia.edu/5965135/Epistemological_Beliefs_of_Undergraduate_Students_as_Function_of_Gender_and_Academic_Level","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/5965135/Epistemological_Beliefs_of_Undergraduate_Students_as_Function_of_Gender_and_Academic_Level"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="67991947" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/67991947/Predicting_change_in_epistemological_beliefs_reflective_thinking_and_learning_styles_A_longitudinal_study">Predicting change in epistemological beliefs, reflective thinking and learning styles: A longitudinal study</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="55379416" href="https://independent.academia.edu/HUYLIENPHAN">HUY LIEN PHAN</a></div><p class="ds-related-work--metadata ds2-5-body-xs">British Journal of Educational Psychology, 2008</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Predicting change in epistemological beliefs, reflective thinking and learning styles: A longitudinal study","attachmentId":78631379,"attachmentType":"pdf","work_url":"https://www.academia.edu/67991947/Predicting_change_in_epistemological_beliefs_reflective_thinking_and_learning_styles_A_longitudinal_study","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/67991947/Predicting_change_in_epistemological_beliefs_reflective_thinking_and_learning_styles_A_longitudinal_study"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="31783327" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/31783327/The_structural_relationship_between_students_epistemological_beliefs_and_conceptions_of_teaching_and_learning">The structural relationship between students’ epistemological beliefs and conceptions of teaching and learning</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="61181780" href="https://independent.academia.edu/Tempelaar">D. Tempelaar</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Studies in Higher Education, 2010</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The structural relationship between students’ epistemological beliefs and conceptions of teaching and learning","attachmentId":52085058,"attachmentType":"pdf","work_url":"https://www.academia.edu/31783327/The_structural_relationship_between_students_epistemological_beliefs_and_conceptions_of_teaching_and_learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/31783327/The_structural_relationship_between_students_epistemological_beliefs_and_conceptions_of_teaching_and_learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="42873392" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/42873392/Epistemological_Beliefs_Its_Relationship_with_Learning_Styles_Learning_Approaches_and_Achievement">Epistemological Beliefs: Its Relationship with Learning Styles, Learning Approaches, and Achievement</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="127133883" href="https://independent.academia.edu/ResearchandStatisticsCenter">Research and Statistics Center</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Asia Pacific Journal of Education, Arts and Sciences, 2018</p><p class="ds-related-work--abstract ds2-5-body-sm">The study aimed to assess the relationship among epistemological beliefs, learning styles, learning approaches and achievement of the University students. One hundred University students participated and responded the Epistemological Belief Questionnaires (EVQ) and Learning Style Inventory (LSI), and MANOVA used to find out the relationship among the variables. It resulted that ability has significant relationship with learning styles and learning approaches, and there was significant relationship between learning styles and interest, but no significant relationship among learning approaches, interest, and achievements of students. It was also resulted that there existed no significant relationship among the epistemological beliefs, learning styles, learning approaches and achievement of the University students. Quick learning, slow learning, traditional approach, constructivist approach, and achievement have no significant relationship with ability. Similarly, interest, previous knowledge, effort, IQ, environment have no significant relationship with quick learning, slow learning, traditional approach, constructivist approach and achievement of the university students.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Epistemological Beliefs: Its Relationship with Learning Styles, Learning Approaches, and Achievement","attachmentId":63115054,"attachmentType":"pdf","work_url":"https://www.academia.edu/42873392/Epistemological_Beliefs_Its_Relationship_with_Learning_Styles_Learning_Approaches_and_Achievement","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/42873392/Epistemological_Beliefs_Its_Relationship_with_Learning_Styles_Learning_Approaches_and_Achievement"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="51731106" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/51731106/Epistemological_Belief_and_Learning_Approaches_of_Students_in_Higher_Institutions_of_Learning_in_Malaysia">Epistemological Belief and Learning Approaches of Students in Higher Institutions of Learning in Malaysia</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="5797742" href="https://independent.academia.edu/WanZahWanAli">Wan Zah Wan Ali</a></div><p 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