Epistemic beliefs in science: A systematic integration of evidence from multiple studies

Julia Schiefer, Peter Edelsbrunner (Korresp. Autor*in), Andrea Bernholt, Nele Kampa, Andreas Nehring

Veröffentlichungen: Beitrag in FachzeitschriftArtikelPeer Reviewed


Recent research has integrated developmental and dimensional perspectives on epistemic beliefs by implementing an approach in which profiles of learners' epistemic beliefs are modeled across multiple dimensions. Variability in study characteristics has impeded the comparison of profiles of epistemic beliefs and their relations with external variables across studies. We examined this comparability by integrating data on epistemic beliefs about the source, certainty, development, and justification of knowledge in science from six studies comprising N  = 10,932 German students from elementary to upper secondary school. Applying latent profile analyses to these data, we found that profiles of epistemic beliefs that were previously conceptualized were robust across multiple samples. We found indications that profiles of epistemic beliefs homogenize over the course of students' education, are related to school tracking, and demonstrate robust relations with students' personal characteristics and socioeconomic background. We discuss implications for the theory, assessment, and education of epistemic beliefs.
Seiten (von - bis)1541–1575
FachzeitschriftEducational Psychology Review
PublikationsstatusVeröffentlicht - Sep. 2022
Extern publiziertJa

ÖFOS 2012

  • 503006 Bildungsforschung


  • Domain-specific learning in kindergarten and school
  • Epistemic beliefs
  • Development
  • Primary school
  • Secondary school
  • Latent profile analysis