Skip to main content
SpringerLink
Log in
Book cover

Understanding Chinese Engineering Doctoral Students in U.S. Institutions pp 43–60Cite as

Developing a Valid Survey for Personal Epistemology

  • Chapter
  • First Online:

  • 257 Accesses

Part of the book series: East-West Crosscurrents in Higher Education ((EWCHE))

Abstract

As discussed in Chap. 2, William Perry’s theory can be summarized as four main developmental stages for adult learners, that is, Dualism, Multiplicity, Relativism, and Commitment within Relativism, which depict the development of thinking from a dualistic to a relativistic manner.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   54.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Baxter Magolda, M. B. (1985). A new approach to assessing intellectual development on the Perry scheme. Journal of College Student Personnel, 26, 343–351.

    Google Scholar 

  • Baxter Magolda, M. B. (1987). Comparing open-ended interviews and standardized measures of intellectual development. Journal of College Student Personnel, 28, 443–448.

    Google Scholar 

  • Baxter Magolda, M. B. (1992). Knowing and reasoning in college. San Francisco: Jossey-Bass.

    Google Scholar 

  • Carmines, E. G., & Zeller, R. A. (1991). Reliability and validity assessment. Newbury Park: Sage Publications.

    Google Scholar 

  • Culver, R. S., & Hackos, J. T. (1982). Perry’s model of intellectual development. Engineering Education, 72, 221–226.

    Google Scholar 

  • Fago, G. C. (1995). A scale of cognitive development: Validating Perry’s scheme.

    Google Scholar 

  • Floyd, F. J., & Widaman, K. F. (1995). Factor analysis in the development and refinement of clinical assessment instruments. Psychological Assessment, 7(3), 286–299.

    Google Scholar 

  • Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31–36.

    Article  Google Scholar 

  • King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Bass.

    Google Scholar 

  • Moore, W. S. (1989). The learning environment preferences: Exploring the construct validity of an objective measure of the Perry scheme of intellectual development. Journal of College Student Development, 30, 504–514.

    Google Scholar 

  • Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart and Winston.

    Google Scholar 

  • Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498–504.

    Article  Google Scholar 

  • Zhang, L. F. (1995). The construction of a Chinese language cognitive development inventory and its use in a cross-cultural study of the Perry scheme. Retrieved from ProQuest: The University of Iowa.

    Google Scholar 

  • Zhang, L. F. (1997). The Zhang cognitive development inventory (Unpublished text). The University of Hong Kong, Hong Kong.

    Google Scholar 

  • Zhang, L. F. (1999). A comparison of U.S. and Chinese university students’ cognitive development: The cross-cultural applicability of Perry’s theory. The Journal of Psychology, 133(4), 425–439.

    Article  Google Scholar 

  • Zhang, L. F. (2000). Are thinking styles and personality types related? Educational Psychology, 20(3), 271–283.

    Article  Google Scholar 

  • Zhang, L. F. (2002). Thinking styles and cognitive development. The Journal of Genetic Psychology, 163(2), 179–195.

    Article  Google Scholar 

  • Zhang, L. F., & Hood, A. B. (1998). Cognitive development of students in China and USA: Opposite directions? Psychological Reports, 82, 1251–1263.

    Article  Google Scholar 

  • Zhang, L. F., & Watkins, D. (2001). Cognitive development and student approaches to learning: An investigation of Perry’s theory with Chinese and U.S. university students. Higher Education, 41, 239–261.

    Article  Google Scholar 

  • Zhu, J., & Cox, M. F. (2012). Epistemological development of Chinese engineering doctoral students in the U.S. institutions: A comparison of multiple measurement methods. In 2012 Proceedings of the American Society for Engineering Education.

    Google Scholar 

  • Zhu, J., Hu, Y., Liu, Q., & Cox, M. F. (2015). Validation of an instrument for Chinese engineering students’ epistemological development. International Journal of Chinese Education, 4, 135–161.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Graduate School of Education, Shanghai Jiao Tong University, Chen Rui-Qiu Bldg, Room 227, 800 Dong Chuan Rd., Shanghai, China

    Jiabin Zhu

Authors
  1. Jiabin Zhu
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Jiabin Zhu .

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer Science+Business Media Singapore and Higher Education Press

About this chapter

Cite this chapter

Zhu, J. (2017). Developing a Valid Survey for Personal Epistemology. In: Understanding Chinese Engineering Doctoral Students in U.S. Institutions. East-West Crosscurrents in Higher Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-1136-8_5

Download citation

  • DOI: https://doi.org/10.1007/978-981-10-1136-8_5

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-1135-1

  • Online ISBN: 978-981-10-1136-8

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation