On predictors of misconceptions about educational topics: A case of topic specificity.

ABSTRACT: A large variety of misconceptions about learning, teaching, and other educational topics is prevalent in the public but also among educational professionals. Such misconceptions may lead to ill-advised judgments and actions in private life, professional practice, and policymaking. Developing effective correction strategies for these misconceptions hinges on a better understanding of the factors that make individuals susceptible to or resilient against misconceptions. The present study surveyed students from educational and non-educational fields of study to investigate whether the endorsement of four typical educational misconceptions can be predicted by study-related variables (i.e., field of study and study progress) and by students' cognitive ability (i.e., numeracy), epistemic orientat

SUBMITTER: Asberger J 

PROVIDER: S-EPMC8635341 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature