Session 14: The impact of epistemic beliefs and emotions on students' views of research in professional learning

Abstract

This presentation will report on the results of a mixed methods study (survey (n=376) and semi-structured interviews (n=14)), which investigated the impact of epistemic beliefs and emotions on student teachers’ views of the research element of their professional learning programme and their relationship with student demographics. Whilst the focus of this study was on student teachers, this study has broader relevance to students studying on other professional learning courses, based in universities, and to students in HE in general.

Epistemic beliefs are defined as theories and beliefs individuals hold about knowing, how they come to know, and the way in which these beliefs influence thinking (Hofer and Pintrich, 1997, p.88). They relate to beliefs about knowledge structure, stability, speed of learning, and preparedness to personally engage with knowledge. Epistemic emotions (e.g. curiosity / frustration) connect with beliefs, since they result from appraisals about the degree of alignment between new information and existing beliefs and knowledge structures (Muis et al., 2018).

The study aimed to answer following questions:

1. Are there significant differences in epistemic beliefs and epistemic emotions relating to educational research depending on student demographics?
2. Do distinct profiles of students emerge based on different epistemic beliefs and emotions?
3. What are the reasons for differing epistemic beliefs and emotions?

Data from the survey was tested for statistical significance between responses and demographics. Latent profile analysis was conducted to profile students into homogenous groups. Semi-structured interviews sought to understand trends emerging from the survey data.

The quantitative analysis revealed significantly different epistemic beliefs and emotions relating to gender, training pathway, and maturity, and four contrasting profiles in terms of beliefs and emotions. The qualitative findings indicated the strong influence of prior academic learning experiences, views about self-efficacy and research value, combined with notable interactions between epistemic emotions and beliefs.

The impact of epistemic beliefs and emotions on students' views of research in professional learning PowerPoint. Only LJMU staff and students have access to this resource.