Document Type
Article
Department/Program
Education
Publication Date
2012
Journal
Learning and Individual Differences
Volume
22
First Page
724
Last Page
735
Abstract
The purpose of this study was to explore (a) the individual belief profiles that naturally arise among middle and high school science students (n = 1225); (b) the relationships between these profiles to science achievement and other prominent motivation variables; and (c) the demographic and developmental differences among the belief profiles. Results revealed that a four-class solution fit the data the best. These profiles were differentially related to achievement goal orientations, science self‐efficacy, and science achievement. Differences in profiles also arose as a function of minority status, grade level, and gender. Findings support and refine Schommer-Aikins's (2004) Embedded Systemic Model of epistemic beliefs. Results are discussed in relation to theory and implications for science instruction.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Chen, Jason A., "Implicit Theories, Epistemic Beliefs, and Science Motivation: A Person-Centered Approach" (2012). Articles. 15.
https://scholarworks.wm.edu/articles/15
