The DOI matches its Crossref record; 35 of the 35 references it cites were found in a registry or an index.
Epistemological Beliefs, Mathematical Problem‐Solving Beliefs, and Academic Performance of Middle School Students
Abstract
This study examined the structure of middle school students’ general epistemological beliefs and domain‐specific mathematical problem‐solving beliefs by asking whether the 2 belief systems are related and whether they predict students’ academic performance. Over 1,200 seventh‐ and eighth‐grade students completed an Epistemological Questionnaire, the Indiana Mathematical Belief Scale, and the Fennema‐Sherman Usefulness Scale. Based on regression analyses, beliefs in quick/fixed learning (i.e., that learning is fast and instinctual) and studying aimlessly (i.e., studying without strategy) were significantly related to beliefs about effortful math, useful math, understand math concepts, and math confidence. Furthermore, path analysis suggested that both general and domain‐specific epistemological beliefs predicted academic performance as measured by solving mathematic problems and overall grade point average.
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 social-cognitive approach to motivation and personality.
Dweck, C. S., & Leggett, E. L. (1988) · Psychological Review · doi:10.1037/0033-295x.95.2.256 · Cited by 9,745
Hofer, B. K., & Pintrich, P. R. (1997) · Review of Educational Research · doi:10.3102/00346543067001088 · Cited by 3,181
Mathematical Problem Solving: Current Themes, Trends, and Research
(2019) · ICME-13 Monographs · doi:10.1007/978-3-030-10472-6 · Cited by 2,696
Wellman, H. M., Carey, S., Gleitman, L., Newport, E. L., & Spelke, E. S. (1990) · The MIT Press eBooks · doi:10.7551/mitpress/1811.001.0001 · Cited by 2,419
Effects of beliefs about the nature of knowledge on comprehension.
Schommer, M. (1990) · Journal of Educational Psychology · doi:10.1037//0022-0663.82.3.498 · Cited by 2,214
(1985) · Elsevier eBooks · doi:10.1016/c2013-0-05012-8 · Cited by 1,934
Personal epistemology the psychology of beliefs about knowledge and knowing
Hofer, B. K. (2009) · Cited by 1,642
Dimensionality and Disciplinary Differences in Personal Epistemology
Hofer, B. K. (2000) · Contemporary Educational Psychology · doi:10.1006/ceps.1999.1026 · Cited by 926
Fennema, E., & Sherman, J. A. (1976) · Journal for Research in Mathematics Education · doi:10.5951/jresematheduc.7.5.0324 · Cited by 772
Epistemological development and academic performance among secondary students.
Schommer, M. (1993) · Journal of Educational Psychology · doi:10.1037/0022-0663.85.3.406 · Cited by 637
Cited by
The Role of Epistemic Beliefs in Self-Regulated Learning
MUIS, K. R. (2007) · Educational Psychologist · doi:10.1080/00461520701416306 · Cited by 425
Hwang, G.-J., Wang, S.-Y., & Lai, C.-L. (2021) · Computers & Education · doi:10.1016/j.compedu.2020.104031 · Cited by 283
Barzilai, S., & Zohar, A. (2014) · Educational Psychologist · doi:10.1080/00461520.2013.863265 · Cited by 169
Nye, B. D., Pavlik, P. I., Windsor, A., Olney, A. M., Hajeer, M., & Hu, X. (2018) · International Journal of STEM Education · doi:10.1186/s40594-018-0109-4 · Cited by 55
Metadata
- Authors
- Schommer‐Aikins, M., Duell, O. K., & Hutter, R.
- Venue
- The Elementary School Journal
- Publisher
- University of Chicago Press
- Published
- 2005-01
- Volume
- 105
- Issue
- 3
- Pages
- 289-304
- ISSN
- 0013-5984 (ISSN-L)
- 1554-8279
- OpenAlex
- W1484048119
- Cited by
- 280
- References
- 35
- FWCI
- 13.40
- 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
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Epistemological Beliefs, Mathematical Problem‐Solving Beliefs, and Academic Performance of Middle School Students. https://app.cochat.ai/papers/10.1086/428745
- The paper
- Schommer‐Aikins, M., Duell, O. K., & Hutter, R. (2005). Epistemological Beliefs, Mathematical Problem‐Solving Beliefs, and Academic Performance of Middle School Students. The Elementary School Journal. https://doi.org/10.1086/428745
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.
