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Home > Society and Social Sciences > Psychology > Epistemological Beliefs and Critical Thinking Among Chinese Students: (English)
Epistemological Beliefs and Critical Thinking Among Chinese Students: (English)

Epistemological Beliefs and Critical Thinking Among Chinese Students: (English)

          
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About the Book

This dissertation, "Epistemological Beliefs and Critical Thinking Among Chinese Students" by Ngai-man, Chan, 陳毅文, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled Epistemological Beliefs and Critical Thinking among Chinese Students Submitted by Chan Ngai Man for the degree of Master of Philosophy at The University of Hong Kong in January 2007 Personal epistemology concerns one's thinking about the nature of knowledge and knowing. Recently researchers have argued for the importance of personal epistemology on students' thinking, learning and motivation. However, little is known about the effects of epistemological beliefs on critical thinking, especially in non-Western contexts. In the present research, two studies were carried out to examine the relationship between epistemological beliefs and critical thinking among Chinese students. Participants for Study 1 were 137 Chinese undergraduates from a Hong Kong university. They completed questionnaires consisting of an adapted version of the Epistemic Beliefs Inventory (EBI) and the Halpern Critical Thinking Assessment Using Everyday Situations (HCTAES). Measures of participants' verbal intelligence and thinking dispositions were also included, using the Verbal Comprehension Index (VCI) of WAIS-III, the Need for Cognition Scale (NCS), and the NEO Personality Inventory. Results indicated that among all the measures, only the belief that knowledge is absolute and unchanging (certain knowledge) and verbal intelligence significantly predicted participants' critical thinking performance. Hierarchical regression analyses showed that this belief in knowledge being certain explained a unique amount of variance in critical thinking performance on top of the effects of verbal intelligence. However, this effect was seen only for open-ended but not close-ended thinking tasks. Given the salient influence of the belief in certain knowledge on critical thinking, Study 2 aimed at examining in greater detail the nature of this relationship. It was hypothesized that those who held a strong belief in knowledge being certain (naive belief) performed poorer on critical thinking because of their weaker tendency to take into account counterarguments than those who held sophisticated beliefs about knowledge. A total of 111 Chinese undergraduates read a passage on a controversial issue concerning drug patents. Participants were asked to indicate their position regarding this issue, explain the reasoning behind, and rate their confidence in the position. Then they read a passage containing counterarguments which opposed their position, rated the convincingness of the passage and explained if they would change their position on the issue. All participants were also administered the Certain Knowledge Scale and the HCTAES. Results confirmed the negative relationship between belief in certain knowledge and critical thinking performance. Moreover, qualitative and quantitative analyses indicated that those holding beliefs about certain knowledge exhibited poorer two-sided thinking ability. They also had a stronger tendency to give lower convincingness rating to counterarguments or ignore them when they defended their position. Hence, Study 1 pinpointed the belief in certain knowledge being the major facet of personal epistemology having an influence on critical thinking, while Study 2 provided empirical evidence for weaknesses in two-sided reasoning being the characteristic of the thinking of those holding this naive belief about knowledge. Specifically, they were weak in both the


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Product Details
  • ISBN-13: 9781374669130
  • Publisher: Open Dissertation Press
  • Publisher Imprint: Open Dissertation Press
  • Height: 279 mm
  • No of Pages: 108
  • Spine Width: 8 mm
  • Width: 216 mm
  • ISBN-10: 137466913X
  • Publisher Date: 27 Jan 2017
  • Binding: Hardback
  • Language: English
  • Series Title: English
  • Weight: 544 gr


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