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Epistemological development in higher education: a study at University of Madeira

2017Conference object Open access
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datacite.subject.fosCiências Sociais::Psicologia
datacite.subject.fosCiências Sociais::Ciências da Educação
dc.contributor.authorBeja, Maria João
dc.contributor.authorBeja, Maria João
dc.contributor.authorFranco, Glória
dc.contributor.authorSousa, Fábia
dc.contributor.authorPortugal, Alda
dc.contributor.authorPortugal, Alda
dc.contributor.editorMaria João
dc.date.accessioned2025-10-10T14:54:30Z
dc.date.available2025-10-10T14:54:30Z
dc.date.issued2017
dc.description.abstractThe present study fits into the emerging adult cognitive development domain, more precisely in the analysis of higher education student’s epistemological beliefs development. The scientific literature of the area considers that student’s epistemological beliefs evolve, throughout the academic formation, of more sim plistic/absolutist forms to more complex/relativistic forms (Baxter-Magolda, 2004; Perry, 1999). However, most of the students do not reveal higher levels of epistemological complexity (Figueiredo, Pinheiro, & Huet, 2015). In this paper we present and compare the results of two studies carried out at the University of Madeira, in 2010 and 2016, respectively, which main goal was to ana lyse the epistemological development of students of higher education and the influence of social and academic variables in the epistemological development. The research adopted a quantitative methodology and the sample was composed of students from the University of Madeira (295 in study 1 and 232 in study 2), of the 1st and 2nd cycle, distributed by different academic areas. The data were evaluated through the portuguese version of the Parker Cognitive Development Inventory (Ferreira, & Bastos, 1995). The analysis of the results revealed, in both studies, a predominance of absolut ist thinking in the students of the University of Madeira, Contrary to the litera ture and the studies carried out in this field, there has not been a developmental progression in terms of an absolutist for a more relativistic thought, but rather an increase of absolutism as one advances in the academic formation, being that the students of the 2nd cycle have proved to be more absolutist than students in the 1st cycle. Concomitantly, in both studies, the epistemological development of students varies according to social and academic variables.eng
dc.identifier.isbn978-989-8550-61-3
dc.identifier.urihttp://hdl.handle.net/10400.13/7409
dc.language.isoeng
dc.peerreviewedno
dc.relationUID/CED/04312/2016
dc.rights.urihttp://creativecommons.org/licenses/by-nc/4.0/
dc.subjectEpistemological development
dc.subjectEmerging adulthood
dc.subjectHigher education
dc.subjectUniversity of Madeira
dc.subject.
dc.subjectFaculdade de Artes e Humanidades
dc.titleEpistemological development in higher education: a study at University of Madeiraeng
dc.typeconference object
dspace.entity.typePublication
oaire.citation.conferenceDate2017
oaire.citation.conferencePlaceÉvora (Portugal)
oaire.citation.endPage66
oaire.citation.startPage59
oaire.citation.titlePsychology in education and health proceedings of the II Leipzig-Évora Scientific Meeting in Psychology
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
person.affiliation.nameUniversidade da Madeira
person.familyNameBeja
person.familyNamePortugal
person.givenNameMaria João
person.givenNameAlda
person.identifier.ciencia-id151C-5D00-FCB4
person.identifier.orcid0000-0003-0501-1748
person.identifier.orcid0000-0001-8951-2077
person.identifier.scopus-author-id57195394371
relation.isAuthorOfPublication59e80602-7839-457d-823c-76cfea1f8c7e
relation.isAuthorOfPublication20d3fa52-98bb-494f-bc49-2fe72bd84295
relation.isAuthorOfPublication.latestForDiscovery59e80602-7839-457d-823c-76cfea1f8c7e

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