EPISTEMOLOGICAL BELIEFS AND MATHEMATICAL TEXT COMPREHENSION - BELIEVING IT IS SIMPLE DOES NOT MAKE IT SO

This study examines epistemological belief assessment and the relationship between belief in simple knowledge and mathematical text comprehension. In Experiment 1, an epistemological questionnaire developed earlier (Schommer, 1990) was administered and factor analyzed. The factor structure was replicated, measuring beliefs in externally controlled learning, simple knowledge, quick learning, and certain knowledge. In Experiment 2, students were instructed to read either to determine the comprehensibility of passage information or to teach passage information. Then students read a statistical passage, assessed their understanding, and completed a mastery test and study strategy inventory. Regression analyses indicated that the less students believed in simple knowledge, the better they performed on the mastery test and the more accurately they assessed their comprehension. A path model indicates that study strategies may mediate epistemological effects.