“A meta-analytic review of the relationship between epistemic cognition and academic achievement”: Correction to Greene et al. (2018).

Reports an error in "A meta-analytic review of the relationship between epistemic cognition and academic achievement" by Jeffrey A. Greene, Brian M. Cartiff and Rebekah F. Duke (Journal of Educational Psychology, Advanced Online Publication, Mar 08, 2018, np). In the article, Table 7 contained a production-related error. Overall N was listed as “1,9,319” when it should be “159,319.” All versions of this article have been corrected. (The following abstract of the original article appeared in record 2018-09738-001.) Epistemic cognition, defined as the ways that people acquire, justify, and use knowledge, has been a prominent area of scholarship in educational psychology for nearly 50 years. Researchers have argued that epistemic cognition is a key predictor of many 21st century learning outcomes including critical thinking, scientific literacy, and historical thinking, among others. Despite a large volume of quantitative empirical research on epistemic cognition and academic achievement, there has been no published systematic analysis of this literature. We conducted a meta-analysis of 132 nonexperimental studies in this literature, and found epistemic cognition, as measured predominantly in terms of beliefs, was positively correlated with academic achievement, r = .162, p
Source: Journal of Educational Psychology - Category: Psychiatry & Psychology Source Type: research