A meta-analytic review of the relationship between epistemic cognition and academic achievement.

Greene, Jeffrey A.; Cartiff, Brian M.; Duke, Rebekah F.

doi:10.1037/edu0000263

Cited by 150Educational Strategies and EpistemologiesScience Education and PedagogyEpistemology, Ethics, and Metaphysics

A meta-analytic review of the relationship between epistemic cognition and academic achievement.

Greene, Jeffrey A., Cartiff, Brian M., Duke, Rebekah F.·2018·Journal of Educational Psychology

DOI 10.1037/edu0000263

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Abstract

Correction Notice: An Erratum for this article was reported online in Journal of Educational Psychology on Sep 3 2018 (see record 2018-43394-001). In the article, there is an error in Table 7 which contained a production-related error. Overall N was listed as “1,9,319” when it should be “159,319.” All versions of this article have been corrected. Please see erratum for full description.] Epistemic cognition, defined as the ways that people acquire, justify, and use knowledge, has been a prominent area of scholarship in educational psychology for nearly 50 years. Researchers have argued that epistemic cognition is a key predictor of many 21st century learning outcomes including critical thinking, scientific literacy, and historical thinking, among others. Despite a large volume of quantitative empirical research on epistemic cognition and academic achievement, there has been no published systematic analysis of this literature. We conducted a meta-analysis of 132 nonexperimental studies in this literature, and found epistemic cognition, as measured predominantly in terms of beliefs, was positively correlated with academic achievement, r = .162, p < .001, indicating a small but meaningful relationship. Moderator analyses revealed models and instruments focusing on development and justification of knowledge had higher correlations with academic achievement than those focused on constructs related to authority. We found evidence supporting domain-general, domain-specific, and topic-specific conceptualizations of epistemic cognition, and stronger correlations when the specificity of the epistemic cognition measure matched the specificity of the achievement measure. Conceptual knowledge and argumentation performance were more strongly associated with epistemic cognition than declarative or procedural knowledge performance. Finally, we found epistemic cognition predicted academic achievement from elementary school through graduate school, suggesting the importance of studying epistemic cognition across all educational levels. These findings have direct implications for honing epistemic cognition theory, creating better measures of epistemic cognition, and developing effective educational interventions on this critical topic. (PsycINFO Database Record (c) 2018 APA, all rights reserved)

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Epistemic beliefs positively correlate with academic achievement across educational stages, though the overall effect size is small (r = 0.16).
“The meta-analysis by Greene et al. (2018) found that epistemic beliefs positively correlate with academic achievement across educational stages, from elementary school to graduate studies, though the overall effect size is small (r = 0.16).”
From “ <scp>ChatGPT</scp> can make mistakes. Check important info.” Epistemic beliefs and metacognitive accuracy in students' integration of <scp>ChatGPT</scp> content into academic writing (2025) · cites this paper as Greene et al. (2018)

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Relationships Between Teacher Education Students’ Epistemological Beliefs and Their Learning Outcomes in a Case-Based Hypermedia Learning Environment
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Predictors of College Student Achievement in Undergraduate Asynchronous Web-Based Courses
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In Defense of Clarity in the Study of Personal Epistemology
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Exploring the Relationship Between High School Students’ Physics-Related Personal Epistemologies and Self-regulated Learning in Turkey
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Examining the effect of the computational models on learning performance, scientific reasoning, epistemic beliefs and argumentation: An implication for the STEM agenda
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The Relationship Between Epistemological Beliefs and Self-regulated Learning Skills in the Online Course Environment
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Thoughts on knowledge about thinking about knowledge
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Investigating cognitive capacity, personality, and epistemic beliefs in relation to science achievement
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Predicting College Success: The Relative Contributions of Five Social/Personality Factors, Five Cognitive/Learning Factors, and SAT Scores
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Beliefs about justification for knowing when ethnic majority and ethnic minority students read multiple conflicting documents
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Beliefs About Knowledge, Knowing, and Learning: Differences Across Knowledge Types in Physics
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Epistemological Beliefs and Academic Achievement
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The relationship between personal epistemology and self-regulation among Turkish elementary school students
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The match matters: Examining student epistemic preferences in relation to epistemic beliefs about chemistry
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Identifying and Examining Epistemic Beliefs among College Students in Hong Kong
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The arguments for and the reasoning about epistemic cognition
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Constructivism and Peer Collaboration in Elementary Mathematics Education: The Connection to Epistemology
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General and non-general intelligence factors simultaneously influence SAT, SAT-V, and SAT-M performance
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EFL students' grammar achievement in a hypermedia context: Exploring the role of Internet-specific personal epistemology
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Hispanics’ SAT Scores
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Learning to Think Critically
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Epistemological Beliefs and Scientific Reasoning in Finnish Academic Upper Secondary Education
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Exploring the antecedents and consequences of epistemic emotions
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Psychological foundations of emerging technologies for teaching and learning in higher education
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Metacognition matters in many ways
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Relations of epistemic beliefs with motivation, achievement, and aspirations in science: Generalizability across 72 societies.
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Teacher-Directed Versus Inquiry-Based Science Instruction: Investigating Links to Adolescent Students’ Science Dispositions Across 66 Countries
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Epistemic Beliefs in Science—A Systematic Integration of Evidence From Multiple Studies
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Epistemic beliefs about the value of integrating information across multiple documents in history
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Universal Design for Learning: The More, the Better?
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A Review of Recent Advances in Computer-Aided Detection Methods Using Hyperspectral Imaging Engineering to Detect Skin Cancer
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The AIR and Apt-AIR Frameworks of Epistemic Performance and Growth: Reflections on Educational Theory Development
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Effects of an extracurricular science intervention on elementary school children's epistemic beliefs: A randomized controlled trial
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“ <scp>ChatGPT</scp> can make mistakes. Check important info.” Epistemic beliefs and metacognitive accuracy in students' integration of <scp>ChatGPT</scp> content into academic writing
Urban, M., Brom, C., Lukavský, J., Děchtěrenko, F., Hein, V., Svacha, F., Kmoníčková, P., & Urban, K. (2025) · British Journal of Educational Technology · doi:10.1111/bjet.13591 · Cited by 47 · see citing works
Teachers’ epistemic cognition in situ: Evidence from classroom assessment
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The case of high motivation and low achievement in science: what is the role of students’ epistemic beliefs?
Karakolidis, A., Pitsia, V., & Emvalotis, A. (2019) · International Journal of Science Education · doi:10.1080/09500693.2019.1612121 · Cited by 34 · see citing works
Intrinsic Motivation and Sophisticated Epistemic Beliefs Are Promising Pathways to Science Achievement: Evidence From High Achieving Regions in the East and the West
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Teacher support for metacognition and self-regulated learning: a compelling story and a prototypical model
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Science Teacher Perceptions of the State of Knowledge and Education at the Advent of Generative Artificial Intelligence Popularity
Garofalo, S. G., & Farenga, S. J. (2024) · Science & Education · doi:10.1007/s11191-024-00534-y · Cited by 32 · see citing works
Investigating structural relationships among upper‐secondary school students' beliefs about knowledge, justification for knowing, and Internet‐specific justification in the domain of science
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Scientific reasoning and views on the nature of scientific inquiry: testing a new framework to understand and model epistemic cognition in science
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Secondary students’ epistemic thinking and year as predictors of critical source evaluation of Internet blogs
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Cognition in art education
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Relative age effects on academic achievement in the first ten years of formal schooling: A nationally representative longitudinal prospective study.
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Authors: Greene, J. A., Cartiff, B. M., & Duke, R. F.
Affiliations: University of North Carolina at Chapel Hill (US)
ORCID: Greene, Jeffrey A.
Cartiff, Brian M.
Duke, Rebekah F.
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 2018-11
Volume: 110
Issue: 8
Pages: 1084-1111
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/edu0000263
OpenAlex: W2793849154
Cited by: 150
References: 196
Citations by year: 2026: 19 · 2025: 17 · 2024: 18 · 2023: 20 · 2022: 21 · 2021: 21 · 2020: 17 · 2019: 16 · 2018: 1
FWCI: 27.04
Type: journal article
Language: en
Update notices: correction (2018-09-03)
Open access: closed
Locations: Journal of Educational Psychology (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
Social Sciences › Education › Science Education and Pedagogy
Social Sciences › Arts and Humanities › Philosophy › Epistemology, Ethics, and Metaphysics
Keywords: epistemic cognition, academic performance, epistemological beliefs, knowledge acquisition, conceptual knowledge, domain specificity, epistemic authority, critical thinking, scientific literacy, historical thinking, educational intervention

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A meta-analytic review of the relationship between epistemic cognition and academic achievement.

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