Dimensional Structure and variations of personal epistemology : beliefs about knowledge and learning of Thai University students.
Issued Date
2007
Resource Type
Language
eng
Rights
Mahidol University
Suggested Citation
Fujiwara, Takayoshi, Phillips, Brian (2007). Dimensional Structure and variations of personal epistemology : beliefs about knowledge and learning of Thai University students.. Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/35025
Title
Dimensional Structure and variations of personal epistemology : beliefs about knowledge and learning of Thai University students.
Author(s)
Other Contributor(s)
Abstract
Objectives: The purpose of this study was (a) to investigate the dimensions of
the personal epistemology of Thai university students and (b) to examine
whether there is any significant difference between groups of students majoring
in different disciplines in terms of their personal epistemological perspectives.
Methods: A total of 899 first-year undergraduate students in a Thai university
completed a questionnaire, devised from Schommer’s original versions, asking
the respondents to indicate how they agree or disagree to 39 statements on
knowledge and leaning.
Results: Through principal component analysis, four factors of personal
epistemology were extracted: Nature of Learning, Nature and Source of
Knowledge, Nature of Intelligence and Speed of Learning. However, the
structure was not clear cut, and very complicated. Items expected to measure
different hypothetical dimensions of these beliefs were merged into one factor.
In terms of the four epistemological factors, significant differences were
identified between groups of students intending to major in different disciplines.
Students majoring in medicine had significantly more epistemologically
developed perspectives than prospective engineering majors.
Conclusions: The findings seem to endorse that the personal epistemology held
by Thai university students has a dimensional structure, but at the same time
indicate the complexity of this construct. They also suggest that students’ past
educational experiences affect their personal epistemology. This study clarifies
that a revised questionnaire needs to be developed considering the socio-cultural
contexts of the participants, as already observed by the previous studies
investigating Asian students.
Description
TESOL 2007, Bangkok, Thailand. January 26-28, 2007