University students' beliefs about learning and knowledge

Abstract

Results of the empirical research of students' beliefs about the nature of learning and knowledge are presented. The research is based on conceptions on the multidimensional nature of these beliefs and on findings indicating that these beliefs influence learning behavior. Students from the University of Belgrade (N=560) answered Epistemological Questionnaire. Structure, developmental level, and relations of these beliefs to students' age, year of studies and indicators of academic success (grades and the number of passed exams) were investigated. Factor analysis confirmed the existence of four dimensions of these beliefs: 1) avoiding integration, avoiding ambiguity, and dependence on authority; 2) belief that learning cannot be learned and that success in learning does not depend on the effort invested; 3) belief that ability to learn is inborn and that learning is quick and 4) believing in absolutely certain and unquestionable nature of knowledge. Low positive correlations were obtained between dimensions. Developmental level of these beliefs is not related to students' age, but during studies at the University beliefs become more sophisticated. At beginning years of studying students’ express beliefs that concentrated effort is a waste of time, that learning ability is inborn and that learning is quick. Students who express sophisticated beliefs about learning had higher grades and passed more exams. Results indicate that development of students' beliefs about learning and knowledge should be longitudinally investigated. Development of these beliefs from naive to sophisticated can be influenced. Developing consciousness regarding one's own beliefs helps competences for living and working in contemporary society to develop. Encouraging a conceptual change − reorganization of knowledge structures − is the base for development of beliefs about learning and knowledge. Students should be included in different experiences during learning process.Improvement of learning process should be aimed to students' beliefs, not only to behavior.