Marrs, Heath2005-06-022005-06-022005-06-02http://hdl.handle.net/2097/84This 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.490844 bytesapplication/pdfen-US© the author. This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).http://rightsstatements.org/vocab/InC/1.0/Educational psychologyEpistemological beliefsWays of knowingCultureEducation, Educational Psychology (0525)Dissertation