Jaroslav Říčan, Vlastimil Chytrý, Janka Medová
Aspects of self-regulated learning and their influence on the mathematics achievement of fifth graders in the context of four different proclaimed curricula
Frontiers in psychology
epistemological beliefs beliefs nature knowledge knowing currently target increased research interest present study examined two research questions 1 epistemological beliefs change time 2 role gender ethnicity ses achievement play development study correlational ethnically diverse sample 187 fifth grade students 46 latino 27 anglo 27 african american 67 low ses selfreport questionnaires tapped four dimensions beliefs source certainty development justification given students two time points course nineweek science unit results showed students became sophisticated beliefs source certainty knowledge time reliable changes development justification also main moderating effects gender ethnicity main effects ses achievement low ses low achieving children less sophisticated beliefs comparison average ses high achieving children significant interactions gender ethnicity ses achievement four belief measures results discussed terms personal contextual factors role facilitation epistemological belief development