Elementary School Students’ Epistemic Perspective and Learning Strategies in History

Abstract

The present study explores possible relations between students’ epistemic perspective, learning strategies and text comprehension. In Study 1, seventy-nine sixth graders completed paper-and-pencil instruments to measure their epistemic perspective and learning strategies. Students’ epistemic perspective was assessed using the Livian problem (Kuhn, Iordanou, Pease, & Wirkala, 2008), which presented two contradicting accounts about the fictitious fifth Livian war and asked students questions regarding the certainty of their knowledge. Students were epistemically profiled as Absolutists, Multiplists and Evaluativists in their approaches to knowing. Students’ learning strategies were assessed through the Motivated Strategies for Learning Questionnaire – MSLQ − (Pintrich & De Groot, 1990). In Study 2, twenty of the students who participated in Study 1 were individually interviewed to measure their learning strategies, where they were asked to read a text about Columbus’ uncovering of the New World. Results revealed that students who were profiled as Evaluativists showed greater self-efficacy, intrinsic value, use of cognitive strategies and self-regulation. In addition, students who were profiled as Evaluativists engaged in more effective learning strategies and exhibited better text comprehension compared to students who were profiled as Absolutists. In particular, students who exhibited an Evaluativist epistemic perspective engaged in the strategies of understanding vocabulary, summarizing and underlining, while students who exhibited an Absolutist epistemic perspective engaged more in repeating information and quick reading. Our findings show that a mature epistemic perspective is associated with effective usage of learning strategies and text comprehension.