• Andrea Bernholt
  • Maria Lindfors
  • Mikael Winberg
In the field of epistemic belief research, more studies on how these beliefs
are formed in different cultural contexts are called for. Moreover, there are
strong assumptions that teachers’ instructional practices are paramount to
the development of students’ epistemic beliefs. The current study aims at
investigating differences between Sweden and Germany in both, and in
their relationships. A cross-sectional study was conducted with 4,731
students in Grades 5 through 11. To sum up, latent multi group
comparison revealed several differences in the level of students’ beliefs
and classroom characteristics. Moreover, latent regression analyses
showed that the observed classroom characteristics were significant
predictors of students’ beliefs concerning the justification and
development of knowledge, and that the prediction pattern differ
between countries.
ZeitschriftScandinavian Journal of Educational Research
PublikationsstatusElektronische Veröffentlichung vor Drucklegung. - 29.08.2019


  • Kompetenzentwicklung und Übergänge

ID: 1013242