• 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.
Original languageEnglish
JournalScandinavian Journal of Educational Research
Number of pages17
Publication statusE-pub ahead of print - 29.08.2019

    Research areas

  • Development of competences and transitions - Students’ epistemic beliefs, classroom context, cross-country comparison, national cultural differences

ID: 1013242