The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
Modeling Epistemic and Ontological Cognition: Philosophical Perspectives and Methodological Directions
Abstract
We propose an integration of aspects of several developmental and systems of beliefs models of personal epistemology. Qualitatively different positions, including realism, dogmatism, skepticism, and rationalism, are characterized according to individuals' beliefs across three dimensions in a model of epistemic and ontological cognition. This model incorporates ideas from philosophical epistemology, including a focus on students' multiple means of justification. Concerns regarding the psychometric qualities of quantitative measures of personal epistemology inform this model and its proposed operationalization. We suggest a means of statistical analysis that can be used to assess the construct and predictive validity of this conceptual model by testing the relations among positions, dimensions, and covariates of interest. Future research directions include investigating how individuals choose among various forms of justification.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
A Theory of Cognitive Dissonance
Festinger, L. (1957) · doi:10.1515/9781503620766 · Cited by 24,241
Intentionality: An Essay in the Philosophy of Mind
Searle, J. R. (1983) · doi:10.1017/cbo9781139173452 · Cited by 4,575
Measurement Invariance, Factor Analysis and Factorial Invariance
Meredith, W. (1993) · Psychometrika · doi:10.1007/bf02294825 · Cited by 4,536
The SAGE Handbook of Quantitative Methodology for the Social Sciences
Kaplan, D. (2004) · doi:10.4135/9781412986311 · Cited by 1,454
The Good, the Bad, and the Ugly: The Many Faces of Constructivism
Phillips, D. C. (1995) · Educational Researcher · doi:10.3102/0013189x024007005 · Cited by 1,330
Epistemological Understanding as a Metacognitive Process: Thinking Aloud During Online Searching
Hofer, B. K. (2004) · Educational Psychologist · doi:10.1207/s15326985ep3901_5 · Cited by 573
Cited by
The Challenges of Defining and Measuring Student Engagement in Science
Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015) · Educational Psychologist · doi:10.1080/00461520.2014.1002924 · Cited by 1,044
Expanding the Dimensions of Epistemic Cognition: Arguments From Philosophy and Psychology
CHINN, C. A., BUCKLAND, L. A., & SAMARAPUNGAVAN, A. (2011) · Educational Psychologist · doi:10.1080/00461520.2011.587722 · Cited by 524
Bråten, I., Britt, M. A., Strømsø, H. I., & Rouet, J.-F. (2011) · Educational Psychologist · doi:10.1080/00461520.2011.538647 · Cited by 346
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
Self-citationSandoval, W. A., Greene, J. A., & Bråten, I. (2016) · Review of Research in Education · doi:10.3102/0091732x16669319 · Cited by 143
Self-citationEpistemic 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
Quality Talk: Developing Students’ Discourse to Promote High-level Comprehension
Murphy, P. K., Greene, J. A., Firetto, C. M., Hendrick, B. D., Li, M., Montalbano, C., & Wei, L. (2018) · American Educational Research Journal · doi:10.3102/0002831218771303 · Cited by 130
Self-citationMiddle school engagement profiles: Implications for motivation and achievement in science
Bae, C. L., & DeBusk-Lane, M. (2019) · Learning and Individual Differences · doi:10.1016/j.lindif.2019.101753 · Cited by 59
Karen Murphy, P., Greene, J. A., Firetto, C. M., M. V. Croninger, R., Duke, R. F., Li, M., & Lobczowski, N. G. (2022) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2022.102099 · Cited by 11
Self-citation
Metadata
- Authors
- GREENE, J. A., AZEVEDO, R., & TORNEY-PURTA, J.
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 2008-07-22
- Volume
- 43
- Issue
- 3
- Pages
- 142-160
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2098026493
- Cited by
- 270
- References
- 6
- FWCI
- 13.37
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
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.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
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.
