This study explored the relationship of epistemological beliefs, academic self-efficacy,
and passage comprehension. Seventy-five community college students were
asked to complete a series of in-class questionnaires, these students were asked to be as
honest as possible to enhance future teaching styles. The final sample consisted of fifty three students. Nothing of statically significance was found. Student participation and
cooperation are in question, as well as the psychometricity of the measures themselves.
Thus, the results are inconclusive and do not give support for the hypotheses. It is
advised for future research that the sample size be enlarged, a longer reading passage be
selected and a other measures be utilized. / Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Counseling, Educational and School Psychology. / "December 2006."
| Identifer | oai:union.ndltd.org:WICHITA/oai:soar.wichita.edu:10057/675 |
| Date | 12 1900 |
| Creators | Price, Tracy Lynn |
| Contributors | Schommer-Aikins, Marlene |
| Source Sets | Wichita State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis |
| Format | 233671 bytes, application/pdf |
| Rights | Copyright Tracy Lynn Price, 2006. All rights reserved. |
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