Epistemological beliefs as predictors for self-determination among Filipino preservice teachers
Date of Publication
Bachelor of Science in Educational Psychology
Br. Andrew Gonzalez FSC College of Education
Counseling and Educational Psychology
Defense Panel Chair
Garcia, John Addy
Defense Panel Member
Reyes, Jose Alberto
The present study investigated whether epistemological beliefs (i.e. learners' beliefs in acquiring knowledge and knowledge itself) can significantly predict self-determination (i.e. drive that comes primarily from the self which pushes an individual to engage in a task) among Filipino preservice teachers. Specifically, the study aimed to determine whether each subscale of epistemological belief (i.e. Complexity of Learning and Structure of Learning) was correlated and would significantly predict self-determination (i.e. Perceived Choice and Awareness of Self). There were 310 preservice teachers in the undergraduate level from different colleges and universities in the Greater Metro Manila are who were asked to complete two measures: Schommer Epistemological Beliefs Questionnaire derived by Bernardo (2008) and Self-Determination Scale. The average age of the participants was 19.16 years (SD = 1.63). Correlation and multiple regressions conducted in the study revealed that only complexity of learning significantly increased with each subscale of self-determination.
Archives, The Learning Commons, 12F Henry Sy Sr. Hall
iv, 162 leaves ; 28 cm.
Knowledge; Theory of -- Philippines; Autonomy (Psychology) -- Philippines; Student teachers -- Philippines
Mendoza, A. (2009). Epistemological beliefs as predictors for self-determination among Filipino preservice teachers. Retrieved from https://animorepository.dlsu.edu.ph/etd_bachelors/2347