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Culture and epistemology: An investigation of different patterns in epistemological beliefs across cultures.

机译:文化和认识论:跨文化的认识论信念的不同模式的调查。

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摘要

The purpose of this study is to develop a causal model to investigate the effects of culturally conditioned self-construals and higher education on epistemological beliefs. In recent years, a reasonable number of studies have documented substantive relationships between students' epistemological beliefs and learning. The underlying assumption in epistemological belief studies is that individuals with more sophisticated epistemological beliefs may have different learning and problem solving behaviors from those with less sophisticated beliefs. While the influence of epistemological beliefs on learning behaviors has been identified, few studies have explored cultural variability in epistemological beliefs. Using independent and interdependent self-construals (Markus & Kitayama, 1991) as cultural indicators and a five-factor epistemic model delineated by Schommer (1990), this study examined how culturally conditioned self-construals affected epistemological beliefs. A multiethnic sample of 692 undergraduate and graduate students in the United States participated in this study. Through a series of confirmatory factor analyses, the originally hypothesized five-factor model was reduced to a four-factor model. A structural equation model subsequently identified that all of the four epistemological belief factors are significantly and positively affected by "educational level," and are significantly and negatively influenced by "interdependent self-construal." "Independent self-construal" was observed to have significant and positive effects on epistemological factors, "certainty of knowledge" and "omniscient authority." These results suggest that the particular kinds of epistemological beliefs valued in American schools may be biased in favor of students with Western cultural backgrounds and against students with non-Western cultural backgrounds such as East Asian Americans.
机译:这项研究的目的是建立一个因果模型,以研究文化条件下的自我建构和高等教育对认识论信念的影响。近年来,相当数量的研究记录了学生的认识论信念与学习之间的实质关系。认识论信念研究的基本假设是,具有较复杂的认识论信念的人可能具有与较不那么复杂的信念不同的学习和解决问题的行为。尽管认识论信念对学习行为的影响已得到确认,但很少有研究探讨认识论信念中的文化变异性。使用独立和相互依赖的自我建构(Markus&Kitayama,1991)作为文化指标,以及由Schommer(1990)描述的五因素认知模型,该研究考察了文化条件的自我建构如何影响认识论信念。美国的692名本科生和研究生的多民族样本参加了这项研究。通过一系列验证性因素分析,最初假设的五因素模型被简化为四因素模型。随后,一个结构方程模型确定了所有四个认识论信念因素都受到“教育水平”的显着和正向影响,而受到“相互依存的自我建构”的显着和负向影响。观察到“独立的自我建构”对认识论因素,“知识的确定性”和“无所不知的权威”具有重大而积极的影响。这些结果表明,在美国学校中珍视的某些认识论信念可能偏向于具有西方文化背景的学生,而反对具有非西方文化背景的学生,例如东亚裔美国人。

著录项

  • 作者

    Tasaki, Katsuya.;

  • 作者单位

    University of Hawai'i at Manoa.;

  • 授予单位 University of Hawai'i at Manoa.;
  • 学科 Education Educational Psychology.; Sociology Ethnic and Racial Studies.
  • 学位 Ph.D.
  • 年度 2001
  • 页码 116 p.
  • 总页数 116
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 G44;C95;
  • 关键词

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