CoChat
Sign Up
Cited by 3,181Educational Strategies and EpistemologiesEpistemology, Ethics, and MetaphysicsInnovative Teaching and Learning Methods

The DOI matches its Crossref record; 9 of the 9 references it cites were found in a registry or an index.

The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning

Hofer, Barbara K., Pintrich, Paul R.·1997·Review of Educational Research
DOI 10.3102/00346543067001088
Open this paper in CoChat — free account

Abstract

There have been a number of research programs that have investigated students’ thinking and beliefs about the nature of knowledge and knowing, including definitions of knowledge, how knowledge is constructed, and how knowledge is evaluated. However, these different research programs have pursued varying definitions and conceptual frameworks and used quite different methodologies to examine students’ epistemological beliefs and thinking. In the first section of this article, we provide a critical and comprehensive review of these different research programs. In the second part of this article, we identify nine crucial theoretical and methodological issues that need to be resolved in future research on epistemological theories. As these issues are addressed in future research, there will be more consensus regarding the nature of epistemological theories, and their relation to cognition, motivation, and learning will be made more explicit.

Overview

Integrity signals

Registry

Crossref · 10.3102/00346543067001088

Cites

9 of 9 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Research works printed but not linked: 132

  1. Adorno TW, 1950, The authoritarian personality
  2. Alcoff L, 1992, Feminist epistemologies
  3. Alexander PA, 1992, Educational Psychologist, 27, 33, 10.1207/s15326985ep2701_4 · DOI
  4. Basseches M, 1980, Human Development, 23, 400, 10.1159/000272600 · DOI
  5. Basseches MA, 1984, Beyond formal operations: Late adolescent and adult cognitive development, 216
  6. Baxter Magolda MB, 1987, College Student Journal, 21, 46
  7. Baxter Magolda MB, 1992, Knowing and reasoning in college: Gender-related patterns in students’ intellectual development
  8. Baxter Magolda MB, 1985, Assessing intellectual development: The link between theory and practice
  9. Belenky MF, 1986, Women’s ways of knowing: The development of self, voice and mind
  10. Benack S, 1989, Adult development: Comparisons and applications of developmental models, 95
  11. 10.3102/0013189X023007021 · DOI
  12. Betancourt H, 1993, American Psychologist, 48, 629, 10.1037/0003-066X.48.6.629 · DOI
  13. Bidell TR, 1992, Intellectual development, 100
  14. Bleier R, 1986, Feminist approaches to science
  15. Bloom BS, 1956, Taxonomy of educational objectives. Handbook 1: Cognitive domain
  16. Boyes MC, 1992, Journal of Youth and Adolescence, 21, 277, 10.1007/BF01537019 · DOI
  17. Broughton JM, 1975, The development of natural epistemology in years 11 to 16
  18. 10.1177/002205748516700304 · DOI
  19. 10.3102/00346543065003245 · DOI · Paper page
  20. Carey S, 1985, Conceptual change in childhood
  21. Carey S, 1993, Educational Psychologist, 28, 235, 10.1207/s15326985ep2803_4 · DOI
  22. Case R, 1992, Intellectual development, 161
  23. Ceci SJ, 1989, Merrill-Palmer Quarterly, 35, 131
  24. Chi MTH, 1989, Merrill-Palmer Quarterly, 35, 27
  25. Clinchy BM, 1990, Journal on Excellence in College Teaching, 1, 52
  26. 10.1177/002205748516700302 · DOI
  27. Cole M, 1992, Children’s development within social context, 5
  28. Commons ML, 1984, Beyond formal operations: Late adolescent and adult cognitive development
  29. Commons ML, 1989, Adult development: Vol. 1. Comparisons and applications of developmental models
  30. Dannefer D, 1984, American Sociological Review, 49, 100, 10.2307/2095560 · DOI
  31. de Lisi R, 1980, Journal of Applied Developmental Psychology, 1, 201, 10.1016/0193-3973(80)90009-X · DOI
  32. Dewey J, 1933, How we think: A restatement of the relation of reflective thinking to the educative process
  33. Dewey J, 1938, Logic: The theory of inquiry
  34. Donald JG, 1986, Higher Education, 15, 267, 10.1007/BF00129216 · DOI
  35. Donald JG, 1990, Journal of Educational Psychology, 82, 242, 10.1037/0022-0663.82.2.242 · DOI
  36. Donald JG, 1995, Disciplinary differences in teaching and learning: Implications for practice, 7
  37. Dunkle ME, 1994, Paper presented at the Annual Meeting of the American Educational Research Association
  38. 10.3102/0091732X017001075 · DOI
  39. 10.3102/0091732X020001003 · DOI
  40. Fischer KW, 1984, Mechanisms of cognitive development, 45
  41. Fishbein M, 1975, Belief attitude, intention, and behavior: An introduction to theory and research
  42. Flavell J, 1971, Cognitive Psychology, 2, 421, 10.1016/0010-0285(71)90025-9 · DOI
  43. Gilligan C, 1982, In a different voice: Psychological theory and women’s development
  44. Ginsburg H, 1969, Piaget’s theory of intellectual development
  45. 10.3102/00346543064001055 · DOI
  46. 10.3102/0091732X020001423 · DOI
  47. Hammer D, 1994, Cognition and Instruction, 12, 151, 10.1207/s1532690xci1202_4 · DOI
  48. Harvey LJ, 1961, Conceptual systems and personality organization
  49. Hofer B, 1994, Paper presented at the annual meeting of the American Psychological Association
  50. Inhelder B, 1958, The growth of logical thinking from childhood to adolescence, 10.1037/10034-000 · DOI
  51. King PM, 1977, Dissertation Abstracts International, 38, 7233A
  52. King PM, 1994, Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults
  53. King PM, 1983, Human Development, 26, 106, 10.1159/000272874 · DOI
  54. King PM, 1989, Adult development: Comparisons and applications of developmental models, 57
  55. Kitchener KS, 1983, Human Development, 26, 222, 10.1159/000272885 · DOI
  56. Kitchener KS, 1986, Adult cognitive development: Methods and models, 76
  57. Kitchener KS, 1990, Developmental perspectives on teaching and learning thinking skills, 48
  58. Kitchener KS, 1981, Journal of Applied Developmental Psychology, 2, 89, 10.1016/0193-3973(81)90032-0 · DOI
  59. Kitchener KS, 1989, Journal of Applied Developmental Psychology, 10, 73, 10.1016/0193-3973(89)90015-4 · DOI
  60. Kitchener KS, 1993, Developmental Psychology, 29, 893, 10.1037/0012-1649.29.5.893 · DOI
  61. Knefelkamp LL, 1974, Developmental instruction: Fostering intellectual and personal growth of college students
  62. Knefelkamp LL, 1978, Encouraging development in college students, 135
  63. Kohlberg L, 1969, Handbook of socialization theory and research, 347
  64. Kohlberg L, 1971, Cognitive development and epistemology, 151, 10.1016/B978-0-12-498640-4.50011-1 · DOI
  65. Kramer D, 1986, Human Development, 29, 280, 10.1159/000273064 · DOI
  66. Kuhn D, 1993, Science Education, 77, 319, 10.1002/sce.3730770306 · DOI
  67. Kuhn D, 1988, The development of scientific thinking skills
  68. Kuhn TS, 1962, The structure of scientific revolutions
  69. Kurfiss JG, 1988, Critical thinking: Theory, research, practice, and possibilities
  70. Laboratory of Comparative Human Cognition, 1983, Handbook of child psychology, 295
  71. 10.3102/00028312027001029 · DOI
  72. Langer JA, 1994, Creating powerful thinking in teachers and students: Diverse perspectives, 81
  73. Lave J, 1988, Cognition in practice: Mind, mathematics and culture in everyday life, 10.1017/CBO9780511609268 · DOI · Paper page
  74. Lewis MG, 1993, Without a word: Teaching beyond women’s silence
  75. Lincoln YS, 1985, Naturalistic inquiry, 10.1016/0147-1767(85)90062-8 · DOI · Paper page
  76. Loevinger J, 1976, Ego development
  77. Lyons N, 1990, Harvard Educational Review, 60, 159, 10.17763/haer.60.2.v71123u7768r47w6 · DOI
  78. Mansfield AF, 1985, Paper presented at the biennial meeting of the Society for Research in Child Development
  79. Martin JE, 1994, Personality and Individual Differences, 16, 617, 10.1016/0191-8869(94)90189-9 · DOI
  80. Messick S, 1989, Educational measurement, 13
  81. Messick S, 1995, American Psychologist, 50, 741, 10.1037/0003-066X.50.9.741 · DOI · Paper page
  82. Montgomery DE, 1992, Developmental Review, 12, 410, 10.1016/0273-2297(92)90016-U · DOI
  83. Moore WS, 1989, Journal of College Student Development, 30, 504
  84. Moore WS, 1991, Paper presented at the Annual Meeting of the American Educational Research Association
  85. Moore WS, 1994, Handbook of college teaching: Theory and applications, 45
  86. Mtetwa D, 1989, Academic Therapy, 24, 611, 10.1177/105345128902400511 · DOI
  87. Newman D, 1989, The construction zone: Working for cognitive change in school
  88. Pascarella ET, 1991, How college affects students: Findings and insights from twenty years of research
  89. Perry WG, 1970, Forms of intellectual and ethical development in the college years: A scheme
  90. Perry WG, 1981, The modern American college, 76
  91. Piaget J, 1950, Introduction a l’epistemologie genetique
  92. 10.3102/00346543063002167 · DOI
  93. Popper KR, 1969, Conjectures and refutations
  94. Porter P, 1996, Handbook of educational psychology, 331
  95. Qian G, 1995, Journal of Educational Psychology, 87, 282, 10.1037/0022-0663.87.2.282 · DOI
  96. Reich KH, 1994, Journal of Research on Adolescence, 4, 151, 10.1207/s15327795jra0401_8 · DOI
  97. Richardson V, 1996, The handbook of research on teacher education, 102
  98. Riger S, 1992, American Psychologist, 47, 730, 10.1037/0003-066X.47.6.730 · DOI
  99. Roth W-M, 1994, Journal of Research in Science Teaching, 31, 5, 10.1002/tea.3660310104 · DOI
  100. Ryan MP, 1984, Journal of Educational Psychology, 76, 1226, 10.1037/0022-0663.76.6.1226 · DOI
  101. Ryan MP, 1984, Journal of Educational Psychology, 76, 249
  102. Schoenfeld A, 1983, Cognitive Science, 7, 329
  103. Schoenfeld AH, 1985, Mathematical problem solving
  104. Schoenfeld A, 1988, Educational Psychologist, 23, 145, 10.1207/s15326985ep2302_5 · DOI
  105. Schoenfeld A, 1992, Handbook of research on mathematics teaching and learning, 334
  106. Schommer M, 1990, Journal of Educational Psychology, 82, 498, 10.1037/0022-0663.82.3.498 · DOI
  107. Schommer M, 1992, Paper presented at the meeting of the Mid-Western American Educational Research Association
  108. Schommer M, 1993, Research in Higher Education, 34, 355, 10.1007/BF00991849 · DOI
  109. Schommer M, 1993, Journal of Educational Psychology, 85, 406, 10.1037/0022-0663.85.3.406 · DOI
  110. Schommer M, 1994, Beliefs about text and instruction with text, 25
  111. Schommer M, 1994, Educational Psychology Review, 6, 293, 10.1007/BF02213418 · DOI
  112. Schommer M, 1992, Journal of Educational Psychology, 82, 435, 10.1037/0022-0663.84.4.435 · DOI
  113. Schommer M, 1994, Roeper Press, 16, 207, 10.1080/02783199409553575 · DOI
  114. Schommer M, 1995, Journal of Educational Psychology, 87, 424, 10.1037/0022-0663.87.3.424 · DOI
  115. Schutz PA, 1993, Paper presented at the Annual Meeting of the American Educational Research Association
  116. Schwab JJ, 1964, The structure of knowledge and the curriculum, 6
  117. Schwab JJ, 1978, Science, curriculum and liberal education, 229
  118. Stern GG, 1953, Inventory of beliefs
  119. Sternberg R, 1989, Merrill-Palmer Quarterly, 35, 115
  120. 10.3102/00028312028001089 · DOI
  121. Strack F, 1991, Social Cognition, 9, 111, 10.1521/soco.1991.9.1.111 · DOI
  122. Triandis HC, 1988, Journal of Personality and Social Psychology, 54, 323, 10.1037/0022-3514.54.2.323 · DOI
  123. Vosniadou S, 1994, Cognitive Science, 18, 123, 10.1207/s15516709cog1801_4 · DOI
  124. Vygotsky LS, 1962, Thought and language, 10.1037/11193-000 · DOI
  125. 10.7551/mitpress/1811.001.0001 · DOI
  126. Wellman HM, 1992, Annual Review of Psychology, 43, 337, 10.1146/annurev.ps.43.020192.002005 · DOI
  127. Wertsch JV, 1991, Voices of the mind: A sociocultural approach to mediated action
  128. Wertsch JV, 1985, Social relationships and cognitive development, 276
  129. Widick C, 1975, An attribute-treatment interaction model of instruction based on cognitive developmental theory
  130. Wigfield A, 1996, Handbook of educational psychology, 148
  131. 10.2466/pr0.1987.61.3.976 · DOI
  132. Zimmerman BJ, 1994, Self-regulation of learning and performance: Issues and educational applications, 3

Cited by

Sorted by citations

See all 3,181

Metadata

Authors
Hofer, B. K., & Pintrich, P. R.
Affiliations
University of Michigan (US)
ORCID
Hofer, Barbara K.
Venue
Review of Educational Research
Publisher
American Educational Research Association (AERA)
Published
1997-03
Volume
67
Issue
1
Pages
88-140
ISSN
  • 0034-6543 (ISSN-L)
  • 1935-1046
DOI
10.3102/00346543067001088
OpenAlex
W2114994015
Cited by
3,181
References
9
Citations by year
2026: 158 · 2025: 99 · 2024: 100 · 2023: 130 · 2022: 163 · 2021: 177 · 2020: 172 · 2019: 121 · 2018: 133 · 2017: 162 · 2016: 153 · 2015: 163 · 2014: 193 · 2013: 140 · 2012: 136
FWCI
51.93
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Review of Educational Research (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
  • Social Sciences › Arts and Humanities › Philosophy › Epistemology, Ethics, and Metaphysics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Keywords
epistemological beliefs, epistemological theory, definitions of knowledge, knowledge construction, knowledge assessment, student thinking, learning, motivation, cognition, research program evaluation

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