The DOI matches its Crossref record; 87 of the 87 references it cites were found in a registry or an index.
The Role of Epistemic Beliefs in Self-Regulated Learning
Abstract
The purpose of this article is to present an integrated theoretical model between epistemic beliefs and self-regulated learning. Based on a review of various theoretical frameworks, models, and empirical studies that have examined relations between the two constructs, this article discusses the role of epistemic beliefs in self-regulated learning. Four propositions are presented: (a) epistemic beliefs are one component of the cognitive and affective conditions of a task, (b) epistemic beliefs influence the standards students set when goals are produced, (c) epistemic beliefs translate into epistemological standards that serve as inputs to metacognition, and (d) self-regulated learning may play a role in the development of epistemic beliefs. The goal of this article is to provide a foundation from which to improve understanding of the nature of epistemic beliefs and why they can facilitate or constrain facets of self-regulated learning.
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Cited by
Mega, C., Ronconi, L., & De Beni, R. (2014) · Journal of Educational Psychology · doi:10.1037/a0033546 · Cited by 1,007
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Metadata
- Authors
- MUIS, K. R.
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 2007-07-27
- Volume
- 42
- Issue
- 3
- Pages
- 173-190
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W1988925579
- Cited by
- 425
- References
- 87
- FWCI
- 26.58
- Type
- journal article
- Language
- en
- Open access
- closed
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