Domain-Generality and Domain-Specificity in Personal Epistemology Research: Philosophical and Empirical Reflections in the Development of a Theoretical Framework

doi:10.1007/S10648-006-9003-6

Paper

Domain-Generality and Domain-Specificity in Personal Epistemology Research: Philosophical and Empirical Reflections in the Development of a Theoretical Framework

Published Jul 29, 2006 · Krista R. Muis, Lisa D. Bendixen, Florian C. Haerle

Educational Psychology Review

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502

Citations

38

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Abstract

This review synthesizes and critically examines 19 empirical studies that have addressed the domain-specificity/domain-generality issue in personal epistemology. We present an overview of traditional and more contemporary epistemological stances from philosophical perspectives to offer another basis from which to examine this issue. Explicit examples of academic domains are described and epistemological comparisons are made based on our synthesized definition. Given the epistemological similarities and differences across domains that we identified from empirical and philosophical considerations, we propose that beliefs are both domain general and domain specific. Accordingly, we present a theoretical framework of personal epistemology that incorporates both positions and hypothesize how the belief systems might interact in terms of the development of personal epistemology and relations to various facets of cognition, motivation, and achievement. The article ends with a discussion of educational implications.

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Study Snapshot

Key takeawayBeliefs are both domain general and domain specific, and their interaction influences personal epistemology, cognition, motivation, and achievement.

PopulationOlder adults (50-71 years)

Sample size24

MethodsObservational

OutcomesBody Mass Index projections

ResultsSocial networks mitigate obesity in older groups.

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Domain-Generality and Domain-Specificity in Personal Epistemology Research: Philosophical and Empirical Reflections in the Development of a Theoretical Framework

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References

Citations

Epistemological beliefs and teaching practice: a systematic literature review 2011 to 2021

Teachers' epistemological beliefs are closely related to teaching approaches, with some inconsistencies and connections to other areas of study enriching reflection.

From Interpretation to Interruption: Embracing disruptive analysis

Disruptive analysis, prioritizing presentation over content, can enhance qualitative research by promoting critical engagement and addressing potential limitations in methodological decision-making.

The Role of Subjective Task Value and Prior Achievement in the Relationship between Personal Epistemology and Science Self-efficacy Beliefs: A Moderated Mediation Analysis

Subjective task value mediates the relationship between personal epistemology for science and science self-efficacy in seventh-grade students, with prior achievement acting as a moderator.

Diversity of undergraduates in STEM courses: individual and demographic differences in changes in self-efficacy, epistemic beliefs, and intrapersonal attribute profiles

In undergraduate STEM courses, self-efficacy and epistemic beliefs generally increase, but individual differences in student attributes can influence these outcomes.

Evaluation of Epistemic Beliefs Self-Report Questionnaires in the Czech Middle School History Classroom

Epistemic beliefs in history education positively correlate with reading comprehension, but academic achievement in history and Czech language shows no consistent relationship.