Epistemological beliefs and self-directed learning readiness of hospitality students: the necessary precursor to academic performance
List of Authors
  • Rahmat Hashim

Keyword
  • Education, epistemology, beliefs, philosophy, education, hospitality, self-directed learning readiness

Abstract
  • Throughout the philosophical literature, studies on epistemological beliefs have been well documented. However, within the educational context, this philosophical construct is a recent phenomenon. The purpose of this study is to explore the relationship between the conception of knowledge (epistemological beliefs) as measured by Schommer’s Epistemological Questionnaire (SEQ), learner perception of self-directedness as measured by Guglielmino’s Self- Directed Learning Readiness Scale (SDLRS) and academic achievement. The value of CMIN/DF was 2.22, below the recommended value of 3.0 (Kline, 1998). In this case, the U^sup 2^/ df of 2.22 and CFI of .926 indicate an adequate fit between the hypothetical model and the sample data. The RMSEA for the measurement model was .077 (adequate fit). Other fit indices also point to an acceptable model fit between the model and the data (GFI = .921, AGFI = .879, CFI =.926). The entire model had an R2 of .064 and was not significant F(12, 210)=1.112, p > .05. The mediating effect of self-directed learning on GPA, falls short of statistical significance, b = .133, p = .074. However, when reviewing the effects of each of the regression coefficients, only 5 predictor variables (innate, simple, self assessment, goal setter, self control) were found to be of practical significance. MANOVA shows that there was no significant difference in epistemological beliefs, selfregulated learning and gender at .05 level across GPA (Wilk’s lambda = .94, F = 1.153’ df = 5, p > .05).

Reference
  • Anders, P.L., & Evans, K.S. (1994). Relationship between teachers’ beliefs and their instructional practice in reading. In R. Garner and P.A. Alexander (Eds.), Beliefs about text and instruction with test (pp. 137-153). Hillsdale, NJ:Erlbaum.
    Bentler, P. M., & Chou, C. P. (1987). Practical issues in structural equation modeling. Sociological Methods & Research, 16, 78-117.
    Biggs, J.B. (1993). What do inventories of students’ learning processes really measure? Theoretical review and clarification. British Journal of Educational Psychology, 63, 3-19.
    Borkowski, J., Carr, M., & Pressely, M. (1987). ‘Spontaneous’ strategy use: Perspectives from meta-cognitive theory. Intelligence, 11, 61- 75.
    Brockett, R.G., & Hiemstra, R. (1991). Self-direction in adult learning: Perspectives on theory, research and practice. New York: Routledge.
    Brookfield, S.D. (1986). Understanding and facilitating adult learning. San Francisco: Jossey Bass Publications.
    Brownlee, J. (2001). Knowing and learning in teacher education: a theoretical framework of core and peripheral epistemological beliefs. Asia Pacific Journal of Teacher Education and Development,
    Vol. 4 No. 1, pp. 167-90.
    Buehl, M. M., Alexander, P. A., & Murphy, P. K. (2002). Beliefs about schooled knowledge: Domain general or domain specific? Contemporary Educational Psychology, 27, 415-449.
    Caffarella, R. (1993). Self-directed learning. New Directions for Adult and Continuing Education, 57, 25-36.
    Chan Kwok-wai. (2003). Hong Kong teacher education students’ epistemological beliefs and approaches to learning. Research in Education, 69, 36-50.
    Cheetham, G., & Chivers, G. (2001). How professionals learn in practice: An investigation of informal learning amongst people working in professions. Journal of European Industrial Training, 25 (5), 247-292.
    Cohen, J., & Cohen, P. (1983). Applied multiple regression/correlation analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
    Elias, J.L. (1979). Critique: Andragogy Revisited. Adult Education. 29, 252-255.
    Gregorc, A. F. (1984). Style as asystem: A phenomenological perspective. Theory into Practice, 23 (1), 51-55.
    Guglielmino, L.M. (1977). Development of the self-directed learning readiness scale. Unpublished doctoral dissertation. University of Georgia. Disstertation Abstracts International. 38 (11a), 6467.
    Guglielmino, L.M. (1989). Guglielmino responds to Field’s investigation. Adult Education Quarterly, 39(4), 235-240.
    Guglielmino, L.M. (1992). Understanding and facilitating adult learning. In G. Confessore & S. Confessore (Eds.), Guideposts to selfdirected learning: Expert commentary on essential concepts. (pp. 112-121). King of Prussia, PA: Organization Design and Development, Inc.
    Hammond, M., & Collins, R. (1991). Self-Directed Learning: Critical Practice. London: Kogan Page Limited.
    A. Hashim, R., & Mohd Ramly, A. S. (2007). Epistemological beliefs and learning styles: Preliminary study amongst hospitality students, August 3-4, 2007, National Conference on Tourism & Hospitality, USM Penang, Malaysia.
    Haywood, K.M. (1992). Effective training: toward a strategic approach. The Cornell Hotel & Restaurant Administration Quarterly, 33(60), 43-52.
    Kardash, C. M., & Scholes, R. J. (1996). Effects of preexisting beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues. Journal of Educational Psychology, 88, 260- 271.
    Kline, R. B. (1998). Principles and practice of structural equation modeling. New York: The Guilford.
    Knowles, M.S. (1975). Self-directed learning: A guide for learners and teachers. New York: Cambridge, The Adult Education Company.
    Knowles, M.S. (1980). The modern practice of adult education: From pedagagogy to andragogy. New York: Cambridge Books.
    Knowles, M.S. (1990). The adult learner: A neglected species (4th Ed.). Houston, Texas: Gulf Publishing.
    Leedy, P. D. (1980). Practical research: Planning and design, New York: Macmillan.
    Lord, R.G., & Emrich, C. G. (2001). Thinking outside the box by looking inside the box: Extending the cognitive revolution in leadership. Leadership Quarterly, 11 (2), 551-579.
    Merriam, S.B., & Caffarella, R.S. (1991). Learning in adulthood: A comprehensive guide. San Francisco: Jossey-Bass Publishers.
    Merriam, S.B., & Caffarella, R.S. (1999). Learning in adulthood: A comprehensive guide (2nd edition). San Francisco: Jossey-Bass Publishers.
    Marton, E. (1986). Phenomenography: A research approach to investigating different understandings of reality. Journal of Thought, 21, 28-49.
    Nunnally, J. C. (1978). Psychometric theory. New York: McGraw-Hill.
    Perry, W. G., Jr. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart and Winston.
    Pintrich, P. R. (1995). Understanding self-regulated learning. In Pintrich, P. R. (eds.), Understanding self-regulated learning. New directions for teaching and learning, (vol.63), Jossey-Bass, San Francisco, pp. 3-12.
    Purdie, N., Hattie, J., & Douglas, G. (1996). Students conceptions of learning and their use of self-regulated learning strategies: A cross cultural comparison. Journal of Educational Psychology, 87, 282-292.
    Qian, G., & Alvermann, D. (1995). Role of epistemological beliefs and learned helplessness in secondary school students’ learning science concepts from text. Journal of Educational Psychology, 87(2), 282-292.
    Reigeluth, C.M. (1996). A New Paradigm of ISD? Educational Technology. 36(3), 3-20.
    Russell, R.F. (2001), The role of values in servant leadership. Leadership & Organisational Development Journal, 22(2), 76-83.
    Ryan, M.P. (1984). Monitoring text comprehension: Individual differences in epistemological standards. Journal of Educational Psychology, 76, 248-258.
    Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 498- 504.
    Schommer, M. (1993a). Comparisons of beliefs about the nature of knowledge and learning among postsecondary students. Research in Higher Education, 34, 355- 370.
    Schommer, M. (1993b). Epistemological development and academic performance among secondary students. Journal of Educational Psychology, 85, 406-411.
    Schommer, M. (1994). Synthesizing epistemological belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6(4), 293-319.
    Schommer, M. (1998). The influence of age and education on epistemological beliefs. British Journal of Educational Psychology, 68, 551-562.
    Schumacker, Randall E., & Richard G. Lomax (2004). A beginner’s guide to structural equation modeling, Second edition. Mahwah, NJ: Lawrence Erlbaum Associates.
    Tate, R. (1998). An Introduction to modeling outcomes in the behavioral and social sciences. Burgess: Edina, MN.
    Tessmer, M., Wilson, B., & Driscoll, M. (1990). A new model of concept teaching and learning. Educational Technology Research and Development, 38 (1), 45-53.
    Tomarken, A. J., & Waller, N. G. (2005). Structural equation modeling: Strengths, limitations, and misconceptions. Annual Review of Clinical Psychology, 1, 31-65.
    Wiley, K. (1983). Effects of a self-directed learning project and preference for structure on self-directed learning readiness. Nursing Research, 32 (3), 181-185.
    Zimmerman, B. J. (1990). Self-regulating academic learning and achievement: The emergence of social cognitive perspective. Educational Psychology Review, 2, 173-201.
    Zimmerman, B. J. (1994). Dimensions of academic self-regulation: A conceptual framework for education. In Schunk, D. H., and Zimmerman, B. J. (Eds.), Self-regulation of learning and performance: Issues and educational applications. Hillsdale, NJ: Lawrence Erlbaum.