The study explores the possible relationships between social axioms and epistemological beliefs about learning. Two hypotheses are considered: (a) social axioms and epistemological beliefs show conceptual consistency and (b) social axioms and epistemological beliefs relate to each other in complementary and/or compensatory ways. Filipino university students were asked to complete locally validated versions of the Social Axioms Survey and the Schommer Epistemological Questionnaire. The responses were analyzed using canonical correlation procedures that revealed several significant correlations among canonical roots. The results of the study did not show consistency or convergence in the concepts and themes of the two sets of beliefs. Instead, there may be various forms of complementary and/or compensatory relationships among the specific types of beliefs depending on the societal environment facing the learner. Such complementary and compensatory relationships might indicate some attempt on the part of students to mesh their cognitive appraisals and beliefs about their learning experiences with the larger social environment within which these learning processes take place. The results of the study raise important questions regarding how various beliefs held by individuals may relate to each other as they are contextualized in particular domains in a person's life.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271.
Archer, J. (1994). Achievement goals as a measure of motivation in university students. Contemporary Educational Psychology, 19, 430–446.
Baxter-Magolda, M. B. (1992). Knowing and reasoning in college: Gender-related patterns in students' intellectual development. San Francisco: Jossey-Bass.
Baxter-Magolda, M. B. (1999). The evolution of epistemology: Refining contextual knowledge at twentysomething. Journal of College Student Development, 40, 333–344.
Bendixen, L. D., Schraw, G., & Dunkle, M. E. (1998). Epistemic beliefs and moral reasoning. Journal of Psychology, 13, 187–200.
Bernardo, A. B. I. (2004). Culturally-rooted beliefs and learning: Exploring the relationships among social axioms, achievement goals, and learning strategies of Filipino college students. Philippine Journal of Psychology, 36(2), 79–100.
Bernardo, A. B. I., Posecion, O. T., Reganit, A. R., & Rodriguez-Rivera, E. (2005). Adapting the social axioms survey for Philippine research: Validating Filipino and English versions. Philippine Journal of Psychology, 38(2), 77–100.
Bernardo, A. B. I., (2008). Exploring epistemological beliefs of bilingual Filipino preservice teachers in the Filipino and English languages. The Journal of Psychology, 142, 193–208.
Bond, M. H., Leung, K., Au, A., Tong, K.-K., & Chemonges-Nielson, Z. (2004a). Combining social axioms with values in predicting social behaviors. European Journal of Psychology, 18, 1–15.
Bond, M. H. and 68 co-authors (2004b). Culture-level dimensions of social axioms and their correlates across 41 cultures. Journal of Cross-Cultural Psychology, 35, 548–570.
Braten, I. & Stromso, H. I. (2004). Epistemological beliefs and implicit theories of intelligence as predictors of achievement goals. Contemporary Educational Psychology, 29, 371–388.
Braten, I. & Stromso, H. I. (2005). The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian post-secondary students. British Journal of Educational Psychology, 75, 539–565.
Chan, K.-W. & Elliot, R. G. (2000). Explanatory study of epistemological beliefs of Hong Kong teacher education students: Resolving conceptual and empirical issues. Asia-Pacific Journal of Teacher Education, 28, 225–234.
Chan, K.-W. & Elliot, R. G. (2002). Exploratory study of Hong Kong teacher education students' epistemological beliefs: Cultural perspectives and implications on beliefs research. Contemporary Educational Psychology, 27, 392–414.
Chan, K.-W. & Elliot, R. G. (2004). Epistemological beliefs across cultures: Critique and analysis of belief structure studies. Educational Psychology, 24, 123–142.
Chen, S. X., Bond, M. H., & Cheung, F. M. (2006). Personality correlates of social axioms: Are beliefs nested within personality. Personality and Individual Differences, 40, 509–519.
Chen, S. X., Cheung, F. M., Bond M. H., & Leung, J.-P. (2006). Going beyond self-esteem to predict life satisfaction: The Chinese case. Asian Journal of Social Psychology, 9, 24–35.
Chen, S. X., Fok, H. K., Bond, M. H., & Matsumoto, D. (2006). Personality and beliefs about the world revisited: Expanding the nomological network of social axioms. Personality and Individual Differences, 41, 201–211.
Clarebout, G., Elen, J., Luyten, L., & Bamps, H. (2001). Assessing epistemological beliefs: Schommer's questionnaire revisted. Educational Research and Evaluation, 7, 53–77.
Conley, A. M., Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29, 186–204.
Dweck, C. S. & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273.
Hofer, B. K. & Pintrich, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88–140.
Kardash, C. M. & Howell, K. L. (2000). Effects of epistemological beliefs and topic-specific beliefs on undergraduates' cognitive and strategic processing of dual-position text. Journal of Educational Psychology, 92, 425–535.
Kardash, C. M. & Scholes, R. J. (1996). Effects of preexisting beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues. Journal of Educational Psychology, 88, 260–271.
King, P. M. & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco, CA: Jossey-Bass.
King, P. M. & Kitchener, K. S. (2002). The reflective judgment model: Twenty years of research on epistemic cognition. In B. K. Hofer, & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Erlbaum.
Kuhn, D. (1991). The skill of argument. Cambridge, England: Cambridge University Press.
Kurman, J. & Ronen-Eilon, C. (2004). Lack of knowledge of a culture's social axioms and adaptation difficulties among immigrants. Journal of Cross-Cultural Psychology, 35, 192–208.
Leung, K.,& Bond, M. H. (2004). Social axioms: A model for social beliefs in multicultural perspective. Advances in Experimental Social Psychology, Vol. 36, 119–197. San Diego, CA: Elsevier Academic Press.
Leung, K., Bond, M. H., De Carrasquel, S. R., Muñoz, C., Hernandez, M., Murakami, F., Yamaguchi, S., Bierbrauer, G., & Singelis, T. M. (2002). Social axioms: The search for universal dimensions of general beliefs about how the world functions. Journal of Cross-Cultural Psychology, 33, 286–302.
Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Quesionnaire (MSLQ). Educational and Psychological Measurement, 53, 845–871.
Qian, G. & Alvermann, D. (1995). Role of epistemological beliefs and learned helplessness in secondary school students' learning science concepts from text. Journal of Educational Psychology, 87, 282–292.
Safdar, S., Lewis, J. R., & Daneshpour, M. (2006). Social axioms in Iran and Canada: Intercultural contact, coping and adjustment. Asian Journal of Social Psychology, 9, 123–131.
Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498–504.
Schommer, M. (1993). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85, 406–411.
Schommer, M. (1998). The influence of age and education on epistemological beliefs. British Journal of Educational Psychology, 68, 551–562.
Schommer, M., Crouse, A., & Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology, 84, 435–443.
Singelis, T. M., Hubbard, C., & Her, P. (2003). Convergent validation of the Social Axioms Survey. Personality and Individual Differences, 34, 269–282.
Youn, I., Yang, K.-M., & Choi, I.-J. (2001). An analysis of the nature of epistemological beliefs: Investigating factors affecting the epistemological beliefs of Korean high school students. Asia Pacific Education Review, 2, 10–21.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer-Verlag Berlin Heidelberg
About this chapter
Cite this chapter
Bernardo, A.B.I. (2009). Exploring the Links between Social Axioms and the Epistemological Beliefs about Learning held by Filipino Students. In: Leung, K., Bond, M.H. (eds) Psychological Aspects of Social Axioms. International and Cultural Psychology. Springer, New York, NY. https://doi.org/10.1007/978-0-387-09810-4_10
Download citation
DOI: https://doi.org/10.1007/978-0-387-09810-4_10
Publisher Name: Springer, New York, NY
Print ISBN: 978-0-387-09809-8
Online ISBN: 978-0-387-09810-4
eBook Packages: Behavioral ScienceBehavioral Science and Psychology (R0)