The Relationship of Epistemological
Beliefs, Need for Closure in Classroom, and Learning Strategies among Chinese High School Students
Abstract: This study aimed to investigate the relationship of epistemological beliefs, need for closure in classroom, and learning strategies by using questionnaire among 213 Chinese high school students. Research results demonstrated that the stability of knowledge significantly and positively predicted deep learning strategy, whereas omniscient authority significantly and negatively pre-dicted deep learning strategy. Furthermore, preference for structure significantly and positively predicted both surface and deep learning strategies, whereas preference for certainty significantly and negatively predicted deep learning strategy. In addition, the structure and stability of know-ledge were found to predict both deep and surface learning strategies indirectly through preference for structure, and structure of knowledge predicted deep learning strategy indirectly through preference for certainty.
文章引用: 陈 萍 , 陈 陈 (2014) 认识论信念、课堂认知闭合需要和高中生学习策略的关系。 心理学进展， 4， 788-798. doi: 10.12677/AP.2014.46103
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