The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Changes in epistemological beliefs in elementary science students
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Citations
Cites
Principles and practice in reporting structural equation analyses.
McDonald, R. P., & Ho, M.-H. R. (2002) · Psychological Methods · doi:10.1037/1082-989x.7.1.64 · Cited by 4,734 · cited 4×
“This assumption would be rejected if this model would cause a significant misfit, indicated by relevant goodness of fit statistics (cf. McDonald & Ho, 2002).”
BackgroundResultInfluentialKuhn, D. (1991) · doi:10.1017/cbo9780511571350 · Cited by 2,094
Carey, S., Evans, R., Honda, M., Jay, E., & Unger, C. (1989) · International Journal of Science Education · doi:10.1080/0950069890110504 · Cited by 425
Cited by
Osborne, J., Simon, S., Christodoulou, A., Howell‐Richardson, C., & Richardson, K. (2013) · Journal of Research in Science Teaching · doi:10.1002/tea.21073 · Cited by 268
Barzilai, S., & Zohar, A. (2014) · Educational Psychologist · doi:10.1080/00461520.2013.863265 · Cited by 169
A meta-analytic review of the relationship between epistemic cognition and academic achievement.
Greene, J. A., Cartiff, B. M., & Duke, R. F. (2018) · Journal of Educational Psychology · doi:10.1037/edu0000263 · Cited by 150
Sandoval, W. A., Greene, J. A., & Bråten, I. (2016) · Review of Research in Education · doi:10.3102/0091732x16669319 · Cited by 143
Epistemic metacognition in context: evaluating and learning online information
Mason, L., Boldrin, A., & Ariasi, N. (2010) · Metacognition and Learning · doi:10.1007/s11409-009-9048-2 · Cited by 139
Psycharis, S. (2013) · Computers & Education · doi:10.1016/j.compedu.2013.05.015 · Cited by 34
The intersection of epistemic beliefs and gender in argumentation performance
Banihashem, S. K., Noroozi, O., Biemans, H. J. A., & Tassone, V. C. (2024) · Innovations in Education and Teaching International · doi:10.1080/14703297.2023.2198995 · Cited by 29
Lang, F., Kammerer, Y., Stürmer, K., & Gerjets, P. (2021) · European Journal of Psychology of Education · doi:10.1007/s10212-020-00471-8 · Cited by 12
Metadata
- Authors
- Conley, A. M., Pintrich, P. R., Vekiri, I., & Harrison, D.
- Venue
- Contemporary Educational Psychology
- Publisher
- Elsevier BV
- Published
- 2004-04
- Volume
- 29
- Issue
- 2
- Pages
- 186-204
- ISSN
- 0361-476X (ISSN-L)
- OpenAlex
- W2130396572
- Cited by
- 518
- References
- 3
- FWCI
- 13.98
- Type
- journal article
- Language
- en
- Open access
- closed
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
