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Selkirk, Laura

Psychology

2014

PhD

A newly developed measure of epistemological beliefs was tested in samples of undergraduate psychology students from three college populations in two studies. In Study 1 a four-factor structure was recovered. These four factors were coherent representations of epistemological beliefs with one factor for certainty and simplicity beliefs and the remaining three factors focusing on different sources of knowledge. The four-factor structure was partially replicated in Study 2. In addition, patterns of belief endorsement were explored in both Study 1 and Study 2. The exploratory latent class analyses in both studies uncovered discernible patterns of belief endorsement that represent coherent theories of epistemology. There was evidence of groups distinguished by relatively concrete, moderate, or complex beliefs about the structure of knowledge and knowing. Patterns of endorsement varied by both year of college study and course level, suggesting possible developmental changes in epistemological beliefs. The results support the idea that epistemological beliefs can be separated into distinct categories, but also suggest that epistemological beliefs may be best conceptualized based upon the source and justification of knowledge (e.g. experts, personal experience, and research) instead ofhaving specific factors for source and justification. Future directions are discussed.