The Culture Specificity of Epistemological Beliefs about Learning

Abstract

The present study analyzed the nature of epistemological beliefs about learning (learning beliefs) in Korea and the United States. Learning beliefs are implicit assumptions held by learners about the source and certainty of knowledge and the ways to obtain knowledge. For the comparative analysis of both the model and the nature of learning beliefs across two countries that differ in emphasis on individualism and collectivism, two attempts were made. First, Jehng, Johnson, and Anderson's (1993) study was replicated with university students from the US (N=496) and Korea (N=487). Second, the relationship between US students' learning beliefs and the two aspects of their self‐construal (independent and interdependent) was analyzed by using a scale developed by Singelis (1994) which measures cultural orientation of individualism and collectivism at the individual level. Factor analyses of the US sample confirmed the conceptual model proposed by Jehng et al. The factor structure of the Korean sample, however, showed significant variation reflecting the collectivistic values of Korea. MANCOVA indicated that the two developmental factors, age and the amount of formal education, were related with American students' beliefs, but they were not with those of Korean students. MANCOVA revealed that US students' beliefs are significantly related with the independent self‐construal, but not with the interdependent self‐construal. The differences between the two samples in terms of the impact of formal education and self‐construal on learning beliefs will be further discussed by focusing on the cultural differences between the two countries.