The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students.

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Abstract

More empirical work is needed to examine the dimensionality of personal epistemology and relations between those dimensions and motivational and strategic components of self-regulated learning. In particular, there is great need to investigate personal epistemology and its relation to self-regulated learning across cultures and academic contexts. Because the demarcation between personal epistemology and implicit theories of intelligence has been questioned, dimensions of personal epistemology should also be studied in relation to implicit theories of intelligence.

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Journal

Journal ID (iso-abbrev): Br J Educ Psychol

Title: The British journal of educational psychology

Publisher: Wiley

ISSN: 0007-0998

ISSN (Print): 0007-0998

Publication date (Electronic): Dec 2005

Volume: 75

Issue: Pt 4

Affiliations

[1 ] Institute for Educational Research, University of Oslo, Norway. ivar.braten@ped.uio.no

Article

DOI: 10.1348/000709905X25067

PubMed ID: 16318678

SO-VID: 150a946e-cd62-407e-8fb6-11d76e3a060c

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