The intersection of epistemic beliefs and gender in argumentation performance
Open accessAbstract
This study explores the intersection role of students’ epistemic beliefs and gender in argumentative essay writing. In total, 148 undergraduate students from a Dutch university followed an argumentation module, filled out the epistemic beliefs survey, and wrote an argumentative essay. Results showed that students’ beliefs about the Internet-specific justification of knowledge did not influence essay performance. On the other hand, beliefs about the nature of scientific knowledge influenced their argumentative essay writing. Overall, there were no gender differences in argumentative essay writing. However, female students outperformed male students in taking a position on the topic. The interaction effects of beliefs about the Internet-specific justification of knowledge and gender in argumentation performance were neutral. There was, however, an intersection effect of students’ epistemic beliefs about the nature of scientific knowledge and their gender in argumentation performance. We discuss these results and provide suggestions for future research.
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Students' epistemic beliefs can shape their receptiveness to feedback, their confidence in their own assessments, and their willingness to adapt based on peer input.
“Similarly, students ' epistemic beliefs can shape their receptiveness to feedback, their confidence in their own assessments, and their willingness to adapt based on peer input (Banihashem et al., 2023; Panadero et al., 2023; Ranjbaran et al., 2023).”
From A systematic review of the key components of online peer feedback practices in higher education (2024) · cites this paper as Banihashem et al., 2023
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- Authors
- Banihashem, S. K., Noroozi, O., Biemans, H. J. A., & Tassone, V. C.
- Affiliations
- Open University of the Netherlands (NL)
- Wageningen University & Research (NL)
- Corresponding author
- Banihashem, Seyyed Kazem
- Venue
- Innovations in Education and Teaching International
- Publisher
- Informa UK Limited
- Published
- 2023-04-04
- Volume
- 61
- Issue
- 4
- Pages
- 716-734
- ISSN
- 1470-3297 (ISSN-L)
- 1470-3300
- OpenAlex
- W4362547087
- Cited by
- 29
- References
- 37
- Citations by year
- 2026: 5 · 2025: 9 · 2024: 5 · 2023: 10
- FWCI
- 14.10
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Innovations in Education and Teaching International (publishedVersion, cc-by-nc-nd)
- Socio-Environmental Systems Modeling (submittedVersion, cc-by-nc-nd)
- DSpace (Open University in the Netherlands) (submittedVersion, cc-by-nc-nd)
- Data Archiving and Networked Services (DANS) (submittedVersion, other-oa)
- 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
- epistemological beliefs, gender differences, argumentative essay writing, nature of scientific knowledge, undergraduate students
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