An Investigation of Pakistani University Students’ Socioeconomic Classes, Gender and Dimensions in Epistemological Beliefs: Dependencies and Interlinks probed by Structural Equation Modeling Approach
DOI:
https://doi.org/10.47067/real.v4i3.180Keywords:
Naive Epistemological Beliefs, Sophisticated Epistemological Beliefs, Certain Knowledge, Omniscient Authority, Quick Learning, Innate learn-ability, Structure Knowledge, Equality in Education, Socioeconomic StatusAbstract
Epistemological beliefs impact all aspects of students’ academic and learning behaviours. The different dimensions of epistemological beliefs comprise structure, source, certainty, ability to learns and speed to learn. The students’ naive and inadequate epistemological beliefs can have negative impacts on their regulation of learning, self-efficacy, interest in study, academic performance and persistence in studies. Likewise, the socioeconomic background can explain various differences in students’ beliefs. Epistemological beliefs have social and cultural underpinnings as well. For these reasons, the researchers examined the impact of university students’ socioeconomic classes on their epistemological beliefs. In survey research design, the data were collected from university students in an online survey. The structural equation modeling approach was chosen to detect significant regression paths in the model. The lower and upper lower socioeconomic classes were found to have significant impact on students’ epistemological beliefs. The variable gender did not appear to make significant contribution to students’ epistemological beliefs. The naive beliefs can severely impact university students’ academic behaviour, therefore epistemological beliefs of students from lower and upper lower socioeconomic backgrounds should be challenged and improved.
References
Abedalaziz, N., Leng, C. H., & Song, J. (2013). Epistemological Beliefs about Science in Malaysian Context. Life Science Journal, 10(2), 2959-2966. Retrieved from http://www.lifesciencesite.com
Ali, R., & Bakar, A. (2019). The Probability to Memorize and Understand Textbook Information: Socioeconomic Class as the Predictor for Cognitive Processing Strategies in Pakistani Education System. Pakistan Journal of Social Sciences (PJSS), 39(1).
Ali, R., Bakar, A., & Nasim, I. (2021). Impacts of Students’ Gender, Academic Grades and Socioeconomic Classes on their Emotional Intelligence: An Application of Structural Equation Modeling Approach. Pakistan Journal of Social Sciences, 41(2), 327-340.
Ali, R., Haider, S. Z., & Munawar, U. (2020). Pakistani High Performing and Low Performing Secondary School Science Students’ Beliefs About Ability to Learn Science. Journal of Business and Social Review in Emerging Economies, 6(1), 177-186.
Ali, R., Hussain, I., & Rahmani, S. H. (2019). How Socioeconomic Classes Influence Academic Grades of Elementary School Students? Defining Mediation Role of School Backgrounds and Cognitive Processing Strategies. Journal of Educational Research (1027-9776), 22(2), 201-227.
Ali, R., Khurshid, K., Shahzad, A., Hussain, I., & Bakar, Z. A. (2018). Nature of Conceptions of Learning in a Collectivistic Society: A Qualitative Case Study of Pakistan. EURASIA Journal of Mathematics, Science and Technology Education, 14(4), 1175-1187.
Almahasneh, R. (2006). The effects of beliefs about knowledge and learning on students' self-regulated studying. (NR23881 Ph.D.), Simon Fraser University (Canada), Ann Arbor. Retrieved from https://vpn.utm.my/docview/304941702?accountid=41678 ProQuest Dissertations & Theses Global database.
American Psychological Association. (2019). Socioeconomic Status. Retrieved from https://www.apa.org/topics/socioeconomic-status
Ananda, N. A. (2020). Influence of Motivation, Emotional Intelligence and Social Economic Background on Student Learning Achievements. Available at SSRN:. doi:http://dx.doi.org/10.2139/ssrn.3647389
Anders, J., Henderson, M., Moulton, V., & Sullivan, A. (2018). The role of schools in explaining individuals’ subject choices at age 14. Oxford Review of Education, 44(1), 75-93. doi:10.1080/03054985.2018.1409973
Andrabi, T., Das, J., & Khwaja, A. I. (2002). The Rise of Private Schooling in Pakistan: Catering to the Urban Elite or Educating the Rural Poor? In t. L. Project (Series Ed.). Retrieved from http://www.leapsproject.org/site/publications/
Ayoub, M., Gosling, S. D., Potter, J., Shanahan, M., & Roberts, B. W. (2017). The Relations Between Parental Socioeconomic Status, Personality, and Life Outcomes. Social Psychological and Personality Science, 9(3), 338-352. doi:10.1177/1948550617707018
Bendixen, L. D., Schraw, G., & Dunkle, M. E. (1998). Epistemic Beliefs and Moral Reasoning. The Journal of Psychology, 132(2), 187-200. doi:10.1080/00223989809599158
Boffeli, T. J. (2007). College students' personal epistemological beliefs as factors in academic procrastination. (3274757 Ph.D.), Capella University, Ann Arbor. Retrieved from https://vpn.utm.my/docview/304722866?accountid=41678 ProQuest Dissertations & Theses Full Text database.
Bond, G. C. (1981). Social Economic Status and Educational Achievement: A Review Article. Anthropology & Education Quarterly, 12(4), 227-257. doi: https://www.jstor.org/stable/3216573
Bråten, I. (2010). Personal Epistemology in Education: Concepts, Issues, and Implications. In P. P. B. McGaw (Ed.), International Encyclopedia of Education (Third Edition) (Vol. 5, pp. 211-217). Oxford: Elsevier.
Broer, M., Bai, Y., & Fonseca, F. (2019). A Review of the Literature on Socioeconomic Status and Educational Achievement. In M. Broer, Y. Bai, & F. Fonseca (Eds.), Socioeconomic Inequality and Educational Outcomes: Evidence from Twenty Years of TIMSS (pp. 7-17). Cham: Springer International Publishing.
Buehl, M. M., Alexander, P. A., & Murphy, P. K. (2002). Beliefs about schooled knowledge: Domain specific or domain general? Contemporary Educational Psychology, 27(3), 415-449. Retrieved fromhttp://www.scopus.com/inward/record.url?eid=2-s2.0-0036052319& partnerID=40&m d5 =0860ccd69f1065b22e319e0ef2fdd818
Chen, J. A., & Usher, E. L. (2013). Profiles of the sources of science self-efficacy. Learning and Individual Differences, 24(0), 11-21. doi:http://dx.doi.org/10.1016/j.lindif.2012.11.002
Cheng, H., & Furnham, A. (2014). The Associations Between Parental Socio-Economic Conditions, Childhood Intelligence, Adult Personality Traits, Social Status and Mental Well-Being. Social Indicators Research, 117(2), 653-664. doi:10.1007/s11205-013-0364-1
Cole, R. P. (1996). The epistemological beliefs of underprepared undergraduate students. (9718316 Ph.D.), Texas A&M University, Ann Arbor. Retrieved from https://vpn.utm.my/docview/304362754?accountid=41678 ProQuest Dissertations & Theses Global database.
Conley, A. M., Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29(2), 186-204. doi:http://dx.doi.org/10.1016/j.cedpsych.2004.01.004
Davis, A. J. (2012). Examining Gender and Socio-Economic Status on the Emotional Intelligence of Early Adolescents. (PHD Thesis), Philadelphia College of Osteopathic Medicine, Philadelphia. Retrieved from https://digitalcommons.pcom.edu/cgi/viewcontent.cgi?article=1210& context=psychology_dissertations
de Brabander, C. J., & Rozendaal, J. S. (2007). Epistemological Beliefs, Social Status, and School Preference: An exploration of relationships. Scandinavian Journal of Educational Research, 51(2), 141-162. doi:10.1080/00313830701191621
Demir, K., & Ellett, C. D. (2014). Cross-Cultural Research and Perspectives on Epistemology, Learning Environments, and Culture. In R. Evans, J. Luft, C. Czerniak, & C. Pea (Eds.), The Role of Science Teachers’ Beliefs in International Classrooms. Rotterdam: SensePublishers.
Gottfried, A. W., Gottfried, A. E., Bathurst, K., Guerin, D. W., & Parramore, M. M. (2003). Socioeconomic Status in Children's Development and Family Environment:Infancy Through Adolescence. In M. H. Bornstein & R. H. Bradley (Eds.), Socioeconomic Status, Parenting, and Child Development (pp. 189-207). London: Lawrence Erlbaum Associates.
Hair, J., F., Hult, G., Tomas, M., Ringle, C., M., & Sarstedt, M. (2014). Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM). California, USA: SAGE Publications, Inc.
Harris, C. L. (2003). Understanding the role of epistemological beliefs in post-graduate studies: Motivation and conceptions of learning in first-year law students. (3116082 Ph.D.), The University of Texas at Austin, Ann Arbor. Retrieved from https://vpn.utm.my/docview/305307926?accountid=41678 ProQuest Dissertations & Theses Global database.
Henseler, J., Hubona, G., & Ray, P. A. (2016). Using PLS path modeling in new technology research:updated guidelines. Industrial Management & Data Systems, 116(1), 2-10. doi:DOI 10.1108/IMDS-09-2015-0382
Hofer, B., K. (2002). Personal Epistemology as a Psychological and Educational Construct:An Introduction. In B. K. Hofer & P. R. Pintrich (Eds.), Personal Epistemology:The Psychology of BeliefsAbout Knowledge and Knowing. New Jersey: Lawrence Erlbaum Associates, Inc.
Hofer, B. K. (2006). Domain specificity of personal epistemology: Resolved questions, persistent issues, new models. International Journal of Educational Research, 45(1-2), 85-95. doi:10.1016/j.ijer.2006.08.006
Khansir, A. A., Jafarizadegan, N., & Karampoor, F. (2016). Relation between Socio-economic Status and Motivation of Learners in Learning English as a Foreign Language. Theory and Practice in Language Studies, 6(4), 742. doi:10.17507/tpls.0604.11
Kizilgunes, B., Tekkaya, C., & Sungur, S. (2009). Modeling the Relations Among Students' Epistemological Beliefs, Motivation, Learning Approach, and Achievement. The Journal of Educational Research, 102(4), 243-256. doi:10.3200/JOER.102.4.243-256
Klein, M., Iannelli, C., & Smyth, E. (2016). School subject choices and social class differences in entry to higher education, Comparing Scotland and Ireland. In H.-P. Blossfeld, M. Triventi, S. Buchholz, & J. Skopek (Eds.), Models of Secondary Education and Social Inequality (pp. 233-248).
Köller, O. (2001). Mathematical world views and achievement in advanced mathematics in Germany: findings from TIMSS population 3. Studies in Educational Evaluation, 27(1), 65-78. doi:https://doi.org/10.1016/S0191-491X(01)00014-1
Kormos, J., & Kiddle, T. (2013). The role of socio-economic factors in motivation to learn English as a foreign language: The case of Chile. System. Retrieved from https://core.ac.uk/reader/9666957
Lodewyk, K. R. (2007). Relations among Epistemological Beliefs, Academic Achievement, and Task Performance in Secondary School Students. Educational Psychology, 27(3), 307-327. doi:10.1080/01443410601104080
McBeth, M. (2010). The relationship between epistemological beliefs, learning strategies and achievement in higher education. (3439623 Ed.D.), Northern Illinois University, Ann Arbor. Retrieved from https://vpn.utm.my/docview/851700131?accountid=41678 ProQuest Dissertations & Theses Global database.
Metallidou, P. (2013). Epistemological beliefs as predictors of self-regulated learning strategies in middle school students. School Psychology International, 34(3), 283-298. doi:10.1177/0143034312455857
Monetti, D. M. (2001). A multiple regression analysis of self-regulated learning, epistemology, and student achievement. (3028477 Ph.D.), The Florida State University, Ann Arbor. Retrieved from https://vpn.utm.my/docview/304692953?accountid=41678 ProQuest Dissertations & Theses Global database.
Ozkal, K., Tekkaya, C., Sungur, S., Cakiroglu, J., & Cakiroglu, E. (2011). Elementary Students’ Scientific Epistemological Beliefs in Relation to Socio-Economic Status and Gender. Journal of Science Teacher Education, 22(2), 115-127. doi:10.1007/s10972-010-9197-9
Özkan, ?., & Tekkaya, C. (2011). How Do Epistemological Beliefs Differ by Gender and Socio-economic Status Hacettepe Üniversitesi E?itim Fakültesi Dergisi (H. U. Journal of Education), 41, 339-348. doi:http://www.efdergi.hacettepe.edu.tr/english/abstracts/41/pdf/%C5%9EULE%20% C3%96ZKAN.pdf
Phan, H. P. (2009). Amalgamation of future time orientation, epistemological beliefs, achievement goals and study strategies: empirical evidence established. Br J Educ Psychol, 79(Pt 1), 155-173. doi:10.1348/000709908X306864
Schommer-Aikins, M. (2004). Explaining the Epistemological Belief System: Introducing the Embedded Systemic Model and Coordinated Research Approach. Educational Psychologist, 39(1), 19-29. doi:10.1207/s15326985ep3901_3
Schommer, M. (1998). The influence of age and education on epistemological beliefs. British Journal of Educational Psychology, 68(4), 551-551. Retrieved from http://search.proquest.com/docview/216965889?accountid=41678
Schommer, M., Calvert, C., Gariglietti, G., & Bajaj, A. (1997). The development of epistemological beliefs among secondary students: A longitudinal study. Journal of Educational Psychology, 89(1), 37-40. doi:10.1037/0022-0663.89.1.37
Sharma, R. (2017). Update: Revised Kuppuswamy’s Socioeconomic Status Scale: Explained and Updated. Indian Pediatrics, 54(15), 667-870. doi:https://www.indianpediatrics.net/oct2017/867.pdf
Siddiqui, N. (2017). Socio-economic segregation of disadvantaged children between schools in Pakistan: comparing the state and private sector. Educational Studies. doi: 10.1080/03055698.2016.1277139
Topçu, M. S., & Yilmaz-Tüzün, Ö. (2009). Elementary Students’ Metacognition and Epistemological Beliefs Considering Science Achievement, Gender and Socioeconomic Status. Elementary Education Online, 8(3), 676-693,. Retrieved from https://open.metu.edu.tr/bitstream/handle/11511/77580/index.pdf
Tucker-Drob, E. M., & Harden, K. P. (2012). Learning motivation mediates gene-by-socioeconomic status interaction on mathematics achievement in early childhood. Learning and Individual Differences, 22(1), 37-45. doi:http://dx.doi.org/10.1016/j.lindif.2011.11.015
Ullah, H., & Ali, J. (2018). Schools and Families: Reproduction of Class Hierarchies through Education in Pakistan. Pakistan Journal of Criminology, 10(3), 86-105. Retrieved from http://www.pjcriminology.com/wp-content/uploads/2019/02/7.pdf
Youn, I. (2000). The Culture Specificity of Epistemological Beliefs about Learning. Asian Journal of Social Psychology, 3(1), 87-105. doi:10.1111/1467-839x.00056
Youn, I., Yang, K.-M., & Choi, I.-J. (2001). An analysis of the nature of epistemological beliefs: Investigating factors affecting the epistemological development of south korean high school students. Asia Pacific Education Review, 2(1), 10-21. doi:10.1007/BF03024928
Zhang, L.-f., & Postiglione, G. A. (2001). Thinking styles, self-esteem, and socio-economic status. Personality and Individual Differences, 31(8), 1333-1346. doi:http://dx.doi.org/10.1016/S0191-8869(00)00227-0
