Epistemic Profiles, Dissonance Negotiation, and Postsecondary Service-Learning Outcomes
| Main Author: | |
|---|---|
| Language: | English |
| Published: |
The Ohio State University / OhioLINK
2017
|
| Subjects: | |
| Online Access: | http://rave.ohiolink.edu/etdc/view?acc_num=osu1499792402490622 |
| id |
ndltd-OhioLink-oai-etd.ohiolink.edu-osu1499792402490622 |
|---|---|
| record_format |
oai_dc |
| spelling |
ndltd-OhioLink-oai-etd.ohiolink.edu-osu14997924024906222021-08-03T07:03:09Z Epistemic Profiles, Dissonance Negotiation, and Postsecondary Service-Learning Outcomes Baker, Amanda R., Baker Education Educational Psychology Higher Education Psychology epistemic cognition epistemological beliefs epistemic motivation cognitive dissonance service-learning perspective transformation belief change AbstractThis dissertation consists of a theoretical essay and two empirical studies exploring the associations between students’ perspectives on knowledge, the processes they use to negotiate dissonance, and their subsequent service-learning outcomes. The overarching goal of this research is to better understand why some students productively negotiate dissonance in the context of service-learning, and experience changes to their beliefs and perspectives as a result, while other students truncate the dissonance negotiation process by using denial, stereotypes, or oversimplifications to maintain their prior perspectives. Chapter Two explores how epistemic cognition, or students’ beliefs about knowledge and willingness to engage in cognitively demanding activities, is associated with both the cognitive skills and the motivation required to productively engage with ill-structured problems or conflicting information. The central argument of Chapter Two is that research on epistemic cognition could help illuminate differences in students’ dissonance negotiation processes and subsequent learning outcomes. Chapter Three consists of a quantitative examination of the associations between students’ epistemic cognition and their service-learning outcomes. Latent profile analysis was used to form epistemic profiles from students’ epistemic beliefs and need for closure prior to engaging in a service-learning course. Descriptive statistics and regression analyses were used to examine the extent to which epistemic profiles were associated with service-learning outcomes at the end of the semester. Chapter Four consists of a qualitative, grounded theory study of students’ dissonance negotiation processes. In-depth interviews with 16 students enrolled in service-learning courses were analyzed to build a grounded theory of the ways in which service-learning participants encounter and negotiate cognitive dissonance. Comparisons of the dissonance negotiation processes of students with different epistemic profiles were used to examine how dissonance negotiation differed between students with different epistemic profiles. Each of the chapters within this dissertation contributes individually to theory and research on epistemic cognition, dissonance, and service-learning during college. Together, the overarching theme of these studies is that students’ perspectives toward knowledge may be associated with the ways they engage in the effortful and emotionally taxing process of negotiating dissonance. This, subsequently, adds to our understanding of why some students experience changes to their beliefs and perspectives while participating in service-learning whereas other students are able to maintain their prior beliefs and perspectives. 2017-10-27 English text The Ohio State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=osu1499792402490622 http://rave.ohiolink.edu/etdc/view?acc_num=osu1499792402490622 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws. |
| collection |
NDLTD |
| language |
English |
| sources |
NDLTD |
| topic |
Education Educational Psychology Higher Education Psychology epistemic cognition epistemological beliefs epistemic motivation cognitive dissonance service-learning perspective transformation belief change |
| spellingShingle |
Education Educational Psychology Higher Education Psychology epistemic cognition epistemological beliefs epistemic motivation cognitive dissonance service-learning perspective transformation belief change Baker, Amanda R., Baker Epistemic Profiles, Dissonance Negotiation, and Postsecondary Service-Learning Outcomes |
| author |
Baker, Amanda R., Baker |
| author_facet |
Baker, Amanda R., Baker |
| author_sort |
Baker, Amanda R., Baker |
| title |
Epistemic Profiles, Dissonance Negotiation, and Postsecondary Service-Learning Outcomes |
| title_short |
Epistemic Profiles, Dissonance Negotiation, and Postsecondary Service-Learning Outcomes |
| title_full |
Epistemic Profiles, Dissonance Negotiation, and Postsecondary Service-Learning Outcomes |
| title_fullStr |
Epistemic Profiles, Dissonance Negotiation, and Postsecondary Service-Learning Outcomes |
| title_full_unstemmed |
Epistemic Profiles, Dissonance Negotiation, and Postsecondary Service-Learning Outcomes |
| title_sort |
epistemic profiles, dissonance negotiation, and postsecondary service-learning outcomes |
| publisher |
The Ohio State University / OhioLINK |
| publishDate |
2017 |
| url |
http://rave.ohiolink.edu/etdc/view?acc_num=osu1499792402490622 |
| work_keys_str_mv |
AT bakeramandarbaker epistemicprofilesdissonancenegotiationandpostsecondaryservicelearningoutcomes |
| _version_ |
1719452612493836288 |