Culture, epistemology, and academic studying
dc.contributor.author | Marrs, Heath | |
dc.date.accessioned | 2005-06-02T15:04:40Z | |
dc.date.available | 2005-06-02T15:04:40Z | |
dc.date.graduationmonth | August | en |
dc.date.issued | 2005-06-02T15:04:40Z | |
dc.date.published | 2005 | en |
dc.description.abstract | This study explored the implications of cultural conceptions of the self (independent vs. interdependent) for epistemological beliefs, ways of knowing, and academic studying. Community college students (N = 340) were recruited from two community colleges in the Midwestern United States and one predominantly Hispanic community college in the Southwestern United States. Students completed a number of paper-and-pencil instruments, including measures of epistemological beliefs, self-construal, ways of knowing, and approaches to studying. As predicted, significant correlations were found between interdependent self-construal and omniscient authority, and also between interdependent self-construal and connected knowing. Although no effects were found for ethnicity on epistemological beliefs and ways of knowing, acculturation appears to be an important influence on ways of knowing. A path analysis indicated that acculturation exhibited both a direct and indirect effect on connected knowing. The indirect effect on connected knowing was through interdependent self-construal. Students who were less acculturated (i.e. more likely to speak English as a second language or to be born in another country) were more likely to endorse an interdependent self-construal, and consequently more likely to endorse connected knowing. These results suggest that conceptions of the self may be important influences on personal epistemology. | en |
dc.description.advisor | Stephen L. Benton | en |
dc.description.degree | Doctor of Education | en |
dc.description.department | Department of Counseling and Educational Psychology | en |
dc.description.level | Doctoral | en |
dc.format.extent | 490844 bytes | |
dc.format.mimetype | application/pdf | |
dc.identifier.uri | http://hdl.handle.net/2097/84 | |
dc.language.iso | en_US | en |
dc.publisher | Kansas State University | en |
dc.subject | Educational psychology | en |
dc.subject | Epistemological beliefs | en |
dc.subject | Ways of knowing | en |
dc.subject | Culture | en |
dc.subject | Education, Educational Psychology (0525) | en |
dc.title | Culture, epistemology, and academic studying | en |
dc.type | Dissertation | en |