The domain generality–specificity of epistemological beliefs: A theoretical problem,a methodological problem or both? |
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| Affiliation: | 1. Department of Educational and Counselling Psychology, McGill University, Montreal, Canada;2. Rossier School of Education, University of Southern California, Los Angeles, USA;3. Department of Psychology, University of Munich, Munich, Germany;4. Institute for Positive Psychology and Education, Australian Catholic University, Sydney, Australia;5. Faculty of Education, Simon Fraser University, Burnaby, Canada;6. University of South Carolina, South Carolina, USA;1. Department of Teacher Education, University of Turku, Finland;2. Graduate School of Education, Rutgers University, USA |
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| Abstract: | Research on epistemological beliefs has clearly increased in the last decade. Even though the construct is clearer and relevant data are being collected, there are important theoretical and methodological issues that need further clarification. One of them is the debate about the domain generality–specificity of epistemological beliefs.I argue that there are both theoretical and methodological difficulties that hinder a more fruitful approach of the domain generality–specificity debate. Differences in goals and scope of the diverse conceptualizations about epistemological beliefs and how they devise the role of content-domain and context are a major source of difficulties. Methodological problems such as whether such epistemological beliefs can be measured “in isolation”—free of content and context influence—or the impossibility of collecting direct measures of epistemological beliefs may influence how the domain generality–specificity question is approached. Some suggestions about how these difficulties may be overcome are developed. The relevance of exploring epistemological beliefs across domains and across contexts is emphasized. |
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