Hong Kong teacher education students: Epistemological beliefs and their relations with conceptions of learning and learning strategies

Hong Kong teacher education students: Epistemological beliefs and their relations with conceptions of learning and learning strategies

• Chan, Kwok Wai The Hong Kong Institute of Education

The Asia-Pacific Education Researcher, 16(2), 199-214, 2007

Springer

2007

• M Teachers & Education for Teachers
  • MA Professional Education for Teachers

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

A questionnaire was administered to 231 teacher education students of a university in Hong Kong to examine their epistemological beliefs, conceptions of learning, and learning strategies. The three variables were measured respectively using the Epistemological Beliefs Scale (EBS) (Chan & Elliott, 2002), Conceptions of Learning Inventory (COLI) (Purdie & Hattie, 2002) and Revised Two Factor Study Process Questionnaire (R-SPQ-2F) (Biggs, Kember, & Leung, 2001). Correlation and path analysis showed significant relations between epistemological beliefs and conceptions of learning and learning strategies. The results suggest the significant roles of epistemological beliefs in learning, through their impact on and relations with the conceptions of learning and strategies adopted by the students. Implications were drawn with suggested ways for further research on their relationships and other metacongitive variables in learning such as achievement or motivation goals. The research findings would provide significant and valuable knowledge in this area and enable a better understanding of the nature and process of learning.
[Copyright © 2007 De La Salle University, Philippines.]

• English

Journal Articles

• 01195646

https://bibliography.lib.eduhk.hk/en/bibs/f4da20e3

2015-11-05