Previous research has shown that motivation, epistemic beliefs, and perceived social support each have an effect on the way students engage in their learning and can promote a deep approach. The first aim of this study was to measure and compare these effects. Some authors have argued that epistemic beliefs and perceived social support do not have…

Prior research on epistemic beliefs, that is, individuals' views about knowledge and knowing, has mainly focused either on individuals' professed beliefs (as reported in questionnaires) or on their enacted beliefs (as indicated during task processing). However, little is known about the relation between professed and enacted epistemic beliefs. The…

This study investigates if collaboration and the level of heterogeneity between collaborating partners' problem-solving scripts can influence the extent to which pre-service teachers engage in evidence-based reasoning when analyzing and solving pedagogical problem cases. We operationalized evidence-based reasoning through its content and process…

Recently, the concept of evaluative judgement has gained attention as a pedagogical approach to classroom formative assessment practices. Evaluative judgement is the capacity to be able to judge the work of oneself and that of others, which implies developing knowledge about one's own assessment capability. A focus on evaluative judgement helps us…

Reports children's understanding of objects with different anthropomorphic features, including a person, robot, computer, and doll. Shows that different objects did not elicit substantially different judgement patterns concerning their ability to think on their own, with the exception of a clear pattern of increased understanding of clever…

This study addresses the issue of illusion of incompetence among elementary school children. The first objective is to examine whether teachers are able to recognize children with an illusion of incompetence. The second objective is to see whether teachers' appraisal of the behaviours and psychological characteristics of these children differ from…

Presents results of study investigating cognitive strategies involved in the Kohs Block Design test. Reports that the study's purposes were to improve the distinction between syncretic and analytic strategies, match strategies with field dependence level, and assess metacognitive skills. Discusses findings of three strategies: syncretic, analytic,…

Based on Inglehart's (1997) idea that the importance of modern values is challenged by a growing importance of postmodern values in postindustrialised societies, we analyse the consequences of students' attempts to integrate (modern) achievement values and (postmodern) well-being values. Since opportunities for value integration are limited,…

Discusses a study of students' personality judgments of adults presented as teachers. Reports that judgments were factually structured and influenced by (1) the role played by the adults, and (2) the children's ages. Finds that younger children produced more positive judgments with dominant traits being described more positively. Concludes that…