Abstracts - Earli

P 1801 September 2007 11:00 - 12:20Room: KonferenciaPaper SessionSelf-regulationChair:Alexander E. M. G. Minnaert, Rijksuniversiteit Groningen, NetherlandsEpistemic beliefs and their relation to the application of learning strategiesManuela Paechter, University of Graz, AustriaSarah Müller, University of Oldenburg, GermanySimone Manhal, University of Graz, AustriaKarin Rebmann, University of Oldenburg, GermanyEpistemic beliefs describe subjective concepts of knowledge and knowing in general or in specificdomains. They, e.g., refer to ideas about the stability of knowledge (knowledge is stable orchanges over time) or the structure of knowledge (knowledge consists of rather isolated pieces orof integrated concepts). Epistemic beliefs can be seen as implicit theories which influence anindividual’s learning behaviour, and thus may guide self-regulatory cognition and behaviourincluding the use of learning strategies. In an empirical investigation it was analysed howepistemic beliefs are connected to the use of cognitive learning strategies (rehearsal, elaboration,critical thinking, and organization strategies). 192 German speaking students with an average ageof 23.87 took part in the study (66.85 % female and 33.15 % male students). All participants hadin common that they took a course on learning and instruction. They filled in the SEQ (SchommerEpistemological Questionnaire) which measures epistemic beliefs and the LIST questionnairewhich measures the use of learning strategies. Before analysing the linkage between epistemicbeliefs and learning strategies the quality and dimensionality of the SEQ was to be investigated. Afactor analysis with an orthogonal varimax rotation revealed two factors with satisfactory testcriteria, structure and stability of knowledge. By canonical correlation analysis it was investigatedhow the two components of epistemic beliefs are related to the use of learning strategies. The twocomponents were of different importance for the application of learning strategies. Stability ofknowledge contributes to the application of all strategies. Students who assume that knowledgemay change over time use all learning strategies more often. Structure of knowledge is mainlyrelated to the use of rehearsal strategies. Students with less sophisticated beliefs, i.e., students whobelief that knowledge is made up of rather isolated bits and pieces use the rehearsal strategy moreoften.Redesigning prevocational education: parallel developments at the student, teacher and schoollevels during the first year of redesignKaren Krol, University of Amsterdam, NetherlandsAnnoesjka Boersma, University of Amsterdam, NetherlandsAnne Toorenaar, University of Amsterdam, NetherlandsPrevocational education in the Netherlands deals with students with motivational problems. Thissituation calls for a reconsideration of the instructional design on the basis of features distilledfrom the literatures of communities of learners: 1) shared learning, 2) meaningful learning (thatrefers to practices outside the school), 3) reflective learning, and 4) a focus on transferable learningoutcomes. In the present study we pursue three aims: (phase 1, one year) contributing to the– 859 –