Implicit theories, epistemic beliefs, and science motivation: A person-centered approach

The purpose of this study was to explore (a) the individual belief profiles that naturally arise among middle and high school science students (n = 1225); (b) the relationships between these profiles to science achievement and other prominent motivation variables; and (c) the demographic and developmental differences among the belief profiles. Results revealed that a four-class solution fit the data the best. These profiles were differentially related to achievement goal orientations, science self‐efficacy, and science achievement. Differences in profiles also arose as a function of minority status, grade level, and gender. Findings support and refine Schommer-Aikins's (2004) Embedded Systemic Model of epistemic beliefs. Results are discussed in relation to theory and implications for science instruction.

► Explored profiles of adolescents' epistemic beliefs and implicit theories
► Investigated profiles' relationships to motivation and achievement in science
► Profiles differentially related to goal orientations, self-efficacy, and grades
► Minority status, grade level, and gender predicted membership into profiles.
► Findings support and refine Embedded Systemic Model of epistemic beliefs.