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Academic literature on the topic 'Research beliefs'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Research beliefs"

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Zhang, Junfa, and Yin Zhang. "Research on the Effects of Ideals and Beliefs Education for College Students." Scientific and Social Research 3, no. 2 (July 13, 2021): 7–11. http://dx.doi.org/10.36922/ssr.v3i2.1092.

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The question of college students nowadays having firm ideals and believes is not only related to their achievements, but also related to the reformation and development of the country. In addition, by conducting scientific and effective education of ideals and beliefs for college students, it can be used to promote development in the direction of demand for talents in the new era with ideals, beliefs and responsibility. The authors propose several ways to effectively carry out the education of college students’ ideals and beliefs, based on the significance of ideals and beliefs and the introduction of the relationship between the ideal and belief education of college students, as well as the “youth dream” and the “Chinese dream” in order to explore effective ways to strengthen the ideal and belief education for college students in the new era. This article may be a reference for higher education institutions.
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Boden, Matthew Tyler, Howard Berenbaum, and James J. Gross. "Why Do People Believe What They Do? A Functionalist Perspective." Review of General Psychology 20, no. 4 (December 2016): 399–411. http://dx.doi.org/10.1037/gpr0000085.

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Why do people believe what they do? Scholars and laypeople alike tend to answer this question by focusing on the representational functions of beliefs (i.e., representing the world accurately). However, a growing body of theory and research indicates that beliefs also can serve important hedonic functions (i.e., decreasing/increasing negative or positive emotional states). In this article, we describe: (a) the features of belief; (b) the functions served by beliefs, with a focus on the hedonic function; (c) an integrative framework highlighting the hedonic function and contrasting it with the representational function; and (d) the implications of our framework, and related future research directions for individual differences in belief, belief change, and the ways in which beliefs contribute to adaptive versus maladaptive psychological functioning.
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A. McLaughlin, Laura, and James McLaughlin. "Framing the Innovation Mindset." Issues in Informing Science and Information Technology 18 (2021): 083–102. http://dx.doi.org/10.28945/4793.

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Aim/Purpose: To build the skills of innovation, we must first establish a framework for the belief system that surrounds effective innovation practice. In building any belief system, sometimes outdated beliefs need to be replaced with better, more carefully researched ideas. One such belief, discovered in our research and elsewhere, is that creativity is innate and that great ideas arise through chance or happenstance. Background: One belief regarding innovation and creativity, discovered in our research and elsewhere, is the belief that creativity is innate. History has repeatedly shown this to be untrue, yet people still believe it. We have found within our research another belief is that innovation happens through random, unstructured processes -- that great ideas arise through chance or happenstance. However, participants also believed that innovation is a skill. If someone believes innovation is a skill but also believes innovation is innate, random, and unstructured, this disconnect presents obstacles for the training and development of innovation skills. Methodology: This research is based on a combination of background research and direct survey of innovators, educators, scientists, and engineers, in addition to the general public. The survey is used to illuminate the nature of significant beliefs related to creativity and innovation practice Contribution: We examine the myths and truths behind creativity as well as the false beliefs behind innovation as we present a closed model for innovation and the key framing elements needed to build a successful, trainable, developable system that is the innovation mindset. And like any skill, creativity and innovation can be taught and learned using tools and processes that can be followed, tracked, and documented. If innovation is a skill, creativity should not re-quire magic or the production of ideas out of thin air. Findings This paper identifies the historic nature of creativity as well as the general strategies used by innovators in implementing innovation practices and pro-poses a framework that supports the effective development of the innovation mindset. Recommendations for Practitioners: Apply the framework and encourage ideation and innovation participants to appreciate that they can learn to be creative and innovative. Start as early as possible in the education process, as all of these skills can be instructed at early ages. Recommendations for Researchers: Continue to gather survey data to support a refined understanding of the motivations behind the disconnect between innovation as a methodical skill and the beliefs in the use of random ideation techniques. Impact on Society: Transforming the understanding of creativity and innovation from one of mythical belief to one of methodical skill application will dramatically alter the lifelong impact of knowledge gained in support of global economic and environmental challenges. Future Research: A continuation of the recommended research paths and collaboration with other creativity researchers leading to improved methods for dissuading mythical beliefs toward formalized, systematic ideation and innovation practices.
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Kornilaki, Ekaterina N., and Plousia Misailidi. "Οι πεποιθήσεις των παιδιών για τη μετά θάνατον ζωή: Επισκόπηση της σύγχρονης έρευνας." Preschool and Primary Education 7, no. 1 (April 16, 2019): 37. http://dx.doi.org/10.12681/ppej.18604.

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This paper reviews recent studies investigating children's afterlife beliefs. In doing so, the paper concentrates on the following questions: (a) At what age do children begin to believe in the afterlife and what is the developmental course of their beliefs? (b) Is children's belief in the afterlife grounded on a common-sense dualism; is this belief related to constraints of the human cognitive system; or is it the consequence of religious indoctrination and other socio-cultural influences? Finally, the paper attempts a critical discussion of the research findings, and discusses the prospects for future research.
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Boylu, Emrah, Mete Yusuf Ustabulut, and Ezgi İnal. "Grammar-learning Beliefs of Students Who Learn Turkish as a Foreign Language." International Journal of Psychology and Educational Studies 9, no. 1 (January 30, 2022): 32–50. http://dx.doi.org/10.52380/ijpes.2022.9.1.442.

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The aim of the study is to determine the beliefs of those who learn Turkish as a foreign language about learning grammar and to determine whether their beliefs are in line with their perceptions of grammar. In this study, which was created using the mixed method, the data about the beliefs of the learners in accordance with the survey method was collected, which is one of the basic quantitative research methods. In addition, the data for the determination of learners’ perceptions were collected in accordance with one of the qualitative research methods—the phenomenology method. The study group of this research consists of B1, B2, and C1 level students who learn Turkish at Aydın TÖMER (Turkish Teaching Application and Research Center), İstanbul Aydın University. Based on the findings obtained in the research, 45% of the learners believe that they can learn Turkish without knowing the grammar while 37% believe that they cannot. When the beliefs about grammar-learning method are examined, it is seen that 27% of the learners have the belief that it is important to learn grammar directly, and 63% believe that it is more important to understand the rules based on examples. In the context of all of this data, it was concluded that there is a parallelism between the grammar-learning beliefs of those who learn Turkish as a foreign language and their grammar perceptions. In other words, those who think that they cannot learn Turkish without knowing grammar also perceive grammar as difficult, a necessity, and produce metaphors for it. In addition, it was understood that those who believe that they can learn Turkish without knowing grammar perceive grammar as a tool and produce metaphors and provide reasons.method, the data about the beliefs of the learners in accordance with the survey method was collected, which is one of the basic quantitative research methods. In addition, the data for the determination of learners’ perceptions were collected in accordance with one of the qualitative research methods—the phenomenology method. The study group of this research consists of B1, B2, and C1 level students who learn Turkish at Aydın TÖMER (Turkish Teaching Application and Research Center), İstanbul Aydın University. Based on the findings obtained in the research, 45% of the learners believe that they can learn Turkish without knowing the grammar while 37% believe that they cannot. When the beliefs about grammar-learning method are examined, it is seen that 27% of the learners have the belief that it is important to learn grammar directly, and 63% believe that it is more important to understand the rules based on examples. In the context of all of this data, it was concluded that there is a parallelism between the grammar-learning beliefs of those who learn Turkish as a foreign language and their grammar perceptions. In other words, those who think that they cannot learn Turkish without knowing grammar also perceive grammar as difficult, a necessity, and produce metaphors for it. In addition, it was understood that those who believe that they can learn Turkish without knowing grammar perceive grammar as a tool and produce metaphors and provide reasons.The aim of the study is to determine the beliefs of those who learn Turkish as a foreign language about learning grammar and to determine whether their beliefs are in line with their perceptions of grammar. In this study, which was created using the mixed method, the data about the beliefs of the learners in accordance with the survey method was collected, which is one of the basic quantitative research methods. In addition, the data for the determination of learners’ perceptions were collected in accordance with one of the qualitative research methods—the phenomenology method. The study group of this research consists of B1, B2, and C1 level students who learn Turkish at Aydın TÖMER (Turkish Teaching Application and Research Center), İstanbul Aydın University. Based on the findings obtained in the research, 45% of the learners believe that they can learn Turkish without knowing the grammar while 37% believe that they cannot. When the beliefs about grammar-learning method are examined, it is seen that 27% of the learners have the belief that it is important to learn grammar directly, and 63% believe that it is more important to understand the rules based on examples. In the context of all of this data, it was concluded that there is a parallelism between the grammar-learning beliefs of those who learn Turkish as a foreign language and their grammar perceptions. In other words, those who think that they cannot learn Turkish without knowing grammar also perceive grammar as difficult, a necessity, and produce metaphors for it. In addition, it was understood that those who believe that they can learn Turkish without knowing grammar perceive grammar as a tool and produce metaphors and provide reasons.The aim of the study is to determine the beliefs of those who learn Turkish as a foreign language about learning grammar and to determine whether their beliefs are in line with their perceptions of grammar.
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Dafoe, Allan, Remco Zwetsloot, and Matthew Cebul. "Reputations for Resolve and Higher-Order Beliefs in Crisis Bargaining." Journal of Conflict Resolution 65, no. 7-8 (March 11, 2021): 1378–404. http://dx.doi.org/10.1177/0022002721995549.

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Reputations for resolve are said to be one of the few things worth fighting for, yet they remain inadequately understood. Discussions of reputation focus almost exclusively on first-order belief change— A stands firm, B updates its beliefs about A’s resolve. Such first-order reputational effects are important, but they are not the whole story. Higher-order beliefs—what A believes about B’s beliefs, and so on—matter a great deal as well. When A comes to believe that B is more resolved, this may decrease A’s resolve, and this in turn may increase B’s resolve, and so on. In other words, resolve is interdependent. We offer a framework for estimating higher-order effects, and find evidence of such reasoning in a survey experiment on quasi-elites. Our findings indicate both that states and leaders can develop potent reputations for resolve, and that higher-order beliefs are often responsible for a large proportion of these effects (40 percent to 70 percent in our experimental setting). We conclude by complementing the survey with qualitative evidence and laying the groundwork for future research.
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Branković, Marija. "Who believes in ESP: Cognitive and motivational determinants of the belief in extra-sensory perception." Europe’s Journal of Psychology 15, no. 1 (February 28, 2019): 120–39. http://dx.doi.org/10.5964/ejop.v15i1.1689.

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Many people believe in extra-sensory perception, e.g. the ability to communicate with thoughts, to sense future events or locate radiation with the help of a V-shaped piece of wood. Addressing a gap in research specifically focused on ESP beliefs, we investigated cognitive styles and basic motivations related to these beliefs in two survey studies. The findings suggest that a propensity to use intuition is the best predictor of ESP beliefs in terms of cognitive style. ESP belief is positively related to fear of death, and this relation is partly mediated by fatalism, i.e. the belief that chance controls one’s life. ESP beliefs do not seem to be perceived as irreconcilable with a rational view of reality however, they do not necessarily provide psychological protection from existential concerns. The implications of the findings in terms of costs and benefits of these beliefs and the possibility to change them are discussed.
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Goldberg, Zachary J., and Sean Richey. "Anti-Vaccination Beliefs and Unrelated Conspiracy Theories." World Affairs 183, no. 2 (May 29, 2020): 105–24. http://dx.doi.org/10.1177/0043820020920554.

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Much recent literature has examined the correlates of anti-vaccination beliefs, without specifying the mechanism that creates adherence to these debunked ideas. We posit that anti-vaccination beliefs are an outcome of a general psychological propensity to believe in conspiracies based on new research on the interconnectedness of conspiracy beliefs. These ideas are tested with a confirmatory factor analysis and a seemingly unrelated regression (SUR) model of a nationally representative U.S. sample from the 2016 American National Election Studies. The confirmatory factor analysis shows that anti-vaccination beliefs highly correlate with belief in the unrelated conspiracies that Obama is a Muslim and 9/11 trutherism. Our SUR models also show that all three of these very different beliefs have similar predictors. All three have a negative correlation with political trust, political knowledge, education, and a positive correlation with authoritarianism. Thus, anti-vaccination beliefs are shown to be part of a psychological propensity to believe in conspiracies.
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Rosenthal, Sonny, Benjamin Hill Detenber, and Hernando Rojas. "Efficacy Beliefs in Third-Person Effects." Communication Research 45, no. 4 (February 19, 2015): 554–76. http://dx.doi.org/10.1177/0093650215570657.

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People generally believe they are less susceptible than others to influences of media, and a growing body of research implicates such biased processing, or third-person perception, in public support for censorship, a type of third-person effect. The current study extends research of the third-person effect by studying two efficacy-related concepts in the context of sexual content in films. Analysis of cross-sectional data from 1,012 Singaporeans suggests that people exhibit self-other asymmetries of efficacy beliefs: They believe others are less capable than they are of self-regulation and that censorship is more effective at restricting others’ access to sexual content in films. Furthermore, the former belief was directly related to the belief that others are more susceptible to negative influence, and thus was indirectly related to support for censorship; whereas the latter belief was directly related to support for censorship. Results may help distinguish the roles of self-regulation and government censorship as bases of local media standards.
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Ghufron, M. Nur, Indiyati Eko P, and Berliana Henu Cahyani. "Model Struktural Hubungan Antara Kepercayaan Epistemologis Dengan Konsepsi Tentang Belajar Dan Mengajar Mahasiswa." INFERENSI 11, no. 1 (June 1, 2017): 51. http://dx.doi.org/10.18326/infsl3.v11i1.51-74.

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This research aimed to assessing whether epistemological beliefs as measured by belief about knowledge and belief about learning predicted of the constructivist conception of teaching and learning, assessing whether epistemological beliefs as measured by belief about knowledge and belief about learning predicted of the traditional conception of teaching and learning. The population in this research consists of students of Tarbiyah Department of STAIN Kudus, Central Java. The sample was as many as study 242 students, taken through simple random sampling method. The data collection techniques used in this research was questionnaire in the form of scales and checklists. The data were analyzed using Structural Equation Models (SEM). The research resulted that epistemological beliefs as measured by belief about learning was negatively related on the constructivist conception of teaching and learning and) epistemological beliefs as measured by belief about knowledge was positively related on the traditional conception of teaching and learning.
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Dissertations / Theses on the topic "Research beliefs"

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Gregory, Virgil L. "Gregory research beliefs scale psychometric properties /." Connect to resource online, 2009. http://hdl.handle.net/1805/1891.

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Thesis (Ph.D.)--Indiana University, 2009.
Title from screen (viewed on August 27, 2009). School of Social Work, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Cathy Pike, Hea-Won Kim, Margaret Adamek, Drew Appleby. Includes vita. Includes bibliographical references (leaves 317-330).
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Callender, Lucinda R. "Party identification : beliefs and evaluations /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487261553059028.

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Howell, James Perry. "Psychologists' volunteering : attitudes, beliefs and behaviors toward psychotherapy research /." Norfolk, Virginia : Howell, 1987.

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Parker, Paul Francis. "Development of the Research Paradigm Inventory to Measure Views About Research Practices and Beliefs." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/37384.

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The purpose of this study was to develop an instrument to measure the views of educational researchers across the dimensions that comprise research paradigms. The development of the instrument, entitled the Research Paradigm Inventory (RPI), was conducted in the hope of providing a mechanism for future research that will enable the examination of prospective links between the ontological, epistemological and methodological orientations of researchers and graduate students who will serve as future inquirers in the field of education. During its development and validation, various aspects of the RPI were examined in accordance with the validity framework outlined by Samuel Messick (1989). According to Messick (1989), the validity of measure interpretation and corresponding action can be examined in terms of content, substantive, structural, generalizability, external and consequential forms of evidence. During this study, the content aspect of validity was addressed through the creation of instrument specifications and the development of items that were mapped to those specifications. In addition, the content aspect of validity was addressed by selecting items that were reviewed by experts, pilot tested, field tested and exhibited high technical quality. The substantive aspect of validity was addressed through an analysis of item rating scale functioning, person fit, item difficulty hierarchies and relationships among instrument scale measures. The structural aspect of validity was addressed through a confirmation of the instrumentâ s dimensionality. The generalizability aspect of validity was addressed through an analysis of person reliability, the precision of item/person parameter estimates and item calibration invariance. The development activities and analyses described above resulted in the creation of six subscales measuring: (1) Realism in Research, (2) Research Objectivism, (3) Quantitative Methodology, (4) Relativism in Research, (5) Research Interpretivism and (6) Qualitative Methodology. Given the evidence collected, these scales appear to provide reasonably reliable and defensible estimates of individualsâ attitudes toward various research practices and beliefs, and should be appropriate for future research studies exploring educational research paradigms.
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Mann, Shelley Donna. "Beliefs to practice in postsecondary science education, the value of research/the research value." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0021/NQ37730.pdf.

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Morphew, Jason Wade. "Effect of authentic research experiences on nature of science beliefs." Thesis, Wichita State University, 2012. http://hdl.handle.net/10057/6120.

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Cometa, Lisa. "Consumer Beliefs About Green Hotels." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1331918204.

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Murphy, Noela Winifred, and n/a. "Orientations to Research Higher Degree Supervision: The Interrelatedness of Beliefs about Supervision, Research, Teaching and Learning." Griffith University. Griffith Institute of Higher Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051130.172036.

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This thesis aims to contribute to the understanding of research higher degree supervision and thereby its enhancement. My study departs from the current emphasis on issues of practice to offer a set of scholarly understandings embedded in the beliefs that supervisors and candidates hold about supervision and closely related academic mailers. It is aligned with the movement over the past two decades towards concentrating on understanding why teachers and students behave in particular ways, rather than describing what they do and how they do it. I draw on the literature of research higher degree (RI-ID) supervision, the conceptual framework of beliefs research and Gadamer's concept of the hermeneutic circle to argue that supervision is best understood as a plexus of closely related educational beliefs about research, teaching, learning and supervision. Research from this perspective acknowledges supervisions plural, multifunctional character and its holistic nature. The beliefs construct recognises the powerful effect that individualsibeliefs and attitudes have on the way they define educational tasks, make related decisions and prefer to act. Thirty-four participants from one engineering faculty were interviewed about their beliefs about the four components of the supervision plexus. Entire transcripts were coded, using a three-phase, inductive method of analysis incorporating constant-comparative techniques and conceptual field principles, to reveal individuals integrated thinking about the whole process of supervision. This method ensures that the findings remain embedded in the data and retain the richness of individual experience. I identified four different core tendencies to the plexus, based on two bipolar frames - controlling/guiding and task-focussed/person-focussed kinds of beliefs. The result is four global orientations to supervision: controlling/task-focussed, controlling/person-focussed, guiding/task-focussed and guiding/person-focussed. Subcategories accommodate individuals whose beliefs differ in specific aspects but whose focal beliefs fit the global group. Each orientation is elaborated by an orientation belief profile - an integrated system of beliefs about the aspects of the plexus that are common to the individuals in that category iso the profiles describe the orientations as much as they describe the individuals in each category. The beliefs in each profile are organised into six belief clusters and different dimensions of the beliefs describe each orientation. To show the location, density and type of inter-linkages among beliefs and belief clusters orientation webs were drawn. The four webs exhibit a high degree of interconnectedness among beliefs, confirming my contention of a supervision plexus of co-dependent and logically interrelated components. Research findings indicate that practitioners beliefs about teaching are central and powerful in determining their supervisory goals and their predisposition towards particular pedagogical approaches to achieving them. With this advanced understanding of the pedagogy of supervision, a case is built for viewing research higher degree supervision as a teaching activity within the university, and positing its management as a 'joint portfolio' between the teaching and learning centre and the research centre of the university. Other findings are that controlling/task-focussed beliefs are generally favoured by RI-ID candidates and that guiding/person-focussed beliefs more commonly describe the way supervisors think about supervision. Although their strategic enactment may differ according to circumstance, beliefs were found to be consistent across contexts. The supervisors role in shaping candidates' beliefs is seen to be diminished by the influence of candidates' preexisting beliefs about teaching. The study establishes a variety of understandings about supervision within this one engineering faculty, suggesting that pedagogical understandings may be more powerful than disciplinary expectations and attitudes as determinants of supervisory behaviour. The view of RI-ID supervision discussed in this thesis builds on the earlier research in meaningful ways that enhance our understanding of the process as a whole. The thesis provides possibilities for linking that research with more fruitful and rewarding doctoral experiences for supervisors and candidates.
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Scott, Anne, and a. scott@patrick acu edu au. "Preservice teachers� views of similarities and differences in teaching and learning literacy and numeracy." La Trobe University. School of Education, 2005. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20070815.163201.

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This is a report of an investigation of aspects of preservice teachers� perceptions of teaching and learning English and mathematics and factors influencing them. The participants of the investigation were primary preservice teachers from two tertiary institutions of Victoria, one located inner city, and the other in a regional centre. Of the 349 participants, 163 were commencing and 186 were graduating from their degrees. Preservice teachers completed questionnaires indicating their intentions to use particular practices in their literacy and numeracy lessons. Thirty-one of the 349 surveyed voluntarily discussed key issues arising from the survey during semi-structured audiotaped sessions. Five lecturers responsible for the planning of the compulsory English and mathematics education units at both institutions were interviewed about the survey data and provided written documentation for their units as evidence of their coursework. Data analyses indicated that preservice teachers often considered practices equally appropriate for literacy and numeracy teaching and intended to use them in similar ways. It seemed that preservice teachers enter their degrees with strong opinions about teaching and learning based not only on their recollections of experiences as learners but also from more recent relevant experiences such as their dealings with children as babysitters, tutors, and classroom helpers. They also gained knowledge about teaching contexts from their informal but regular conversations with friends and family who teach. From the examination of the documentation for coursework and discussions with lecturers, it seemed that the content of the literacy and numeracy education units at the two institutions were similar. Overall, the data indicated that many of the preservice teachers� intentions were consistent with the intent of coursework especially when they described general teaching practices. However, in cases where practices were discipline-specific there were limited changes in preservice teachers� intentions even after completing their courses. The prospective teachers reported that they considered their recent salient experiences of teaching and their observations of teachers� practices in schools more influential than coursework.
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Garrett, Jennifer Walz. "Children, parents and teachers' beliefs about reading." Cincinnati, Ohio : University of Cincinnati, 2007. http://www.ohiolink.edu/etd/view.cgi?ucin1185305689.

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Thesis (Ph. D. in Speech-Language Pathology )--University of Cincinnati, 2007.
Keywords: reading beliefs; reading definitions; reading purposes; learning to read; qualitative research. Advisor: Dr. Jo-Anne Prendeville Title from electronic thesis title page (viewed Nov. 20, 2007). Includes abstract. Includes bibliographical references.
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Books on the topic "Research beliefs"

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Paula, Kalaja, Ferreira Ana Maria, and British Association for Applied Linguistics. Meeting, eds. Beliefs about SLA: New research approaches. Dordrecht: Kluwer Academic, 2003.

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McCluskey, Desmond. Health: People's beliefs and practices. Dublin: Stationery Office, 1989.

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McCluskey, Desmond. Health: Peoples beliefs and practices. Dublin: Stationery office, 1989.

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Women, science, and myth: Gender beliefs from antiquity to the present. Santa Barbara, Calif: ABC-CLIO, 2008.

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1956-, Lunt Peter K., and Furnham Adrian, eds. Economic socialization: The economic beliefs and behaviours of young people. Cheltenham, UK: Brookfield, Vt., US, 1996.

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Sandra, Jovchelovitch, and Health Education Authority, eds. The health beliefs of the Chinese community in England: A qualitative research study. London: Health Education Authority, 1998.

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1954-, O'Shaughnessy Nicholas J., ed. The undermining of beliefs in the autonomy and rationality of consumers. New York: Routledge, 2007.

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International Seminar on Religious Education and Values (1998 : Carmarthen, Wales), ed. The fourth R for the third millennium: Education in religion and values for the global future. Dublin: Lindisfarne Books, 2001.

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service), SpringerLink (Online, ed. Nonbayesian Decision Theory: Beliefs and Desires as Reasons for Action. Dordrecht: Springer Science + Business Media B.V, 2008.

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Anderson, Linda M. Prospective teachers' beliefs and teacher education pedagogy: Research based on a teacher educator's practical theory. East Lansing, Mich: National Center for Research on Teacher Learning, Michigan State University, 1995.

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Book chapters on the topic "Research beliefs"

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Bergeron, Kenzo. "Demythologizing hegemonic beliefs 1." In Decolonizing Interpretive Research, 72–82. Abingdon, Oxo n; New York, N Y: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351045070-6.

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Childress, Herb. "A Storyteller’s Beliefs." In Theoretical Perspectives in Environment-Behavior Research, 179–90. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4701-3_14.

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Axelson, Marta L., and David Brinberg. "Beliefs, Attitudes, and Knowledge." In Recent Research in Psychology, 31–59. New York, NY: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4613-9661-1_3.

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Bryan, Lynn A. "Research on Science Teacher Beliefs." In Second International Handbook of Science Education, 477–95. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-1-4020-9041-7_33.

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Mencarini, Letizia. "Gender-Role Beliefs." In Encyclopedia of Quality of Life and Well-Being Research, 2476–77. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_1140.

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Law, Ben, and Daniel T. L. Shek. "Beliefs About Poverty." In Encyclopedia of Quality of Life and Well-Being Research, 353–59. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_166.

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Wingård, Guri Jørstad. "Beliefs, Education and Pluralism." In New Voices in Norwegian Educational Research, 149–64. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-464-2_11.

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Japelj Pavešić, Barbara, Marina Radović, and Falk Brese. "Students’ Interests, Motivation, and Self-beliefs." In IEA Research for Education, 65–100. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-85802-5_4.

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Luft, Julie A., and Sissy S. Wong. "Connecting Teacher Beliefs Research and Policy." In The Role of Science Teachers’ Beliefs in International Classrooms, 135–47. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-557-1_9.

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Kalaja, Paula, Ana Maria F. Barcelos, and Mari Aro. "Revisiting Research on L2 Learner Beliefs." In The Routledge Handbook of Language Awareness, 222–37. First edition. | Abingdon, Oxon ; New York :: Routledge, 2017. http://dx.doi.org/10.4324/9781315676494-14.

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Conference papers on the topic "Research beliefs"

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A. McLaughlin, Laura, and James McLaughlin. "Framing the Innovation Mindset." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4771.

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Aim/Purpose: To build the skills of innovation, we must first establish a framework for the belief system that surrounds effective innovation practice. In building any belief system, sometimes outdated beliefs need to be replaced with better, more carefully researched ideas. One such belief, discovered in our research and elsewhere, is that creativity is innate and that great ideas arise through chance or happenstance. Background: One belief regarding innovation and creativity, discovered in our research and elsewhere, is the belief that creativity is innate. History has repeatedly shown this to be untrue, yet people still believe it. We have found within our research another belief is that innovation happens through random, unstructured processes -- that great ideas arise through chance or happenstance. However, participants also believed that innovation is a skill. If someone believes innovation is a skill but also believes innovation is innate, random, and unstructured, this disconnect presents obstacles for the training and development of innovation skills. Methodology: This research is based on a combination of background research and direct survey of innovators, educators, scientists, and engineers, in addition to the general public. The survey is used to illuminate the nature of significant beliefs related to creativity and innovation practice. Contribution: We examine the myths and truths behind creativity as well as the false beliefs behind innovation as we present a closed model for innovation and the key framing elements needed to build a successful, trainable, developable system that is the innovation mindset. And like any skill, creativity and innovation can be taught and learned using tools and processes that can be followed, tracked, and documented. If innovation is a skill, creativity should not re-quire magic or the production of ideas out of thin air. Findings: This paper identifies the historic nature of creativity as well as the general strategies used by innovators in implementing innovation practices and pro-poses a framework that supports the effective development of the innovation mindset. Recommendations for Practitioners: Apply the framework and encourage ideation and innovation participants to appreciate that they can learn to be creative and innovative. Start as early as possible in the education process, as all of these skills can be instructed at early ages. Recommendations for Researchers: Continue to gather survey data to support a refined understanding of the motivations behind the disconnect between innovation as a methodical skill and the beliefs in the use of random ideation techniques. Impact on Society: Transforming the understanding of creativity and innovation from one of mythical belief to one of methodical skill application will dramatically alter the lifelong impact of knowledge gained in support of global economic and environmental challenges. Future Research: A continuation of the recommended research paths and collaboration with other creativity researchers leading to improved methods for dissuading mythical beliefs toward formalized, systematic ideation and innovation practices. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 83-102. Click DOWNLOAD PDF to download the published paper. ***
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Weinstein, Andrew, and Clayton Neighbors. "Marijuana Beliefs." In 2022 Annual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2022. http://dx.doi.org/10.26828/cannabis.2022.02.000.10.

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Cannabis has routinely been identified as one of the most frequently used illicit substances among adolescents, young adults, and the general adult population in the United States by epidemiological studies. Recent policy changes in legal status have inspired calls for replication and further research on the biopsychosocial relationships between cannabis use and related outcomes. Theoretical psychological perspectives of behavior, such as outcome expectancies, social norms, and motivation, have found success in explaining aspects of why substance use occurs. Previous studies suggest that there are also underlying motivations, expectancies, and social norms for discontinuing use and maintaining abstinence-oriented behaviors. The present study sought to identify beliefs about cannabis as a substance in the process of constructing a measure of cannabis-related beliefs able to evaluate populations of cannabis users and non-users. We will examine two important types of validity for new measures in unique content areas; distinguishing them from existing measures, (i.e. construct validity) and evaluating the ability to predict meaningful scores on other measures (i.e. predictive validity). We will examine the relationships among cannabis-related beliefs in the context of social norms, expectancies, and motivation as well as the associations with indicators of psychosocial well-being and cannabis-related consequences. Thus, results will indicate if the proposed cannabis beliefs scale possesses validity as another approach to evaluating this area of substance-related perceptions among more general populations than substance users alone.
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May, David, and Eugenia Etkina. "Self-reflection, Epistemological Beliefs, and Conceptual Gains." In 2001 Physics Education Research Conference. American Association of Physics Teachers, 2001. http://dx.doi.org/10.1119/perc.2001.pr.012.

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Spinella, Toni, and Sean Barrett. "Evaluating expectancies: Do community-recruited adults believe that cannabis is an effective stress reliever?" In 2020 Virtual Scientific Meeting of the Research Society on Marijuana. Research Society on Marijuana, 2021. http://dx.doi.org/10.26828/cannabis.2021.01.000.29.

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There is growing interest in using cannabis or specific cannabinoids (e.g., THC, CBD) as therapeutic agents for various stress-related psychiatric disorders (e.g., PTSD, anxiety). While beliefs about a drug, such as expecting to feel a certain way, have strong influences over the actual effects experienced by individuals, they are rarely evaluated in clinical research. In the present exploratory report, we sought to (1) evaluate the extent to which individuals believe that cannabis relieves stress, and (2) examine whether individual characteristics (i.e., age, sex, psychiatric illness, cannabis use frequency) are related to these beliefs. A sample of 234 adults (54.7% female; Mean age=31.37, SD=11.03, 19-69 years old) from the Halifax Regional Municipality community took part in a brief telephone screening interview to assess their eligibility for a larger study (in progress). Information was gathered about the frequency of current (i.e., past month) cannabis use (days per week), the presence of current psychiatric disorder(s) ("yes"/"no"), and the extent to which they believed that cannabis was an effective stress reliever (rating scale from 1 (“not at all”) to 10 (“extremely”)). Subjects reported a mean belief rating of 6.39 (SD=2.26). A multiple regression analysis was run to evaluate whether the belief that cannabis relieves stress was related to age, sex, psychiatric illness, and frequency of current cannabis use. Overall, the model significantly predicted cannabis belief ratings (p<.001, adjusted R2=.17). Among all variables, only frequency of cannabis use contributed significantly to this prediction (B=.544, 95% CI: [.387, .701], p<.001). In general, the present sample of community-recruited adults believed that cannabis was somewhat effective at relieving stress. Additionally, cannabis use frequency was the only variable that predicted the strength of this belief, such that more frequent use was associated with higher belief ratings. This is consistent with prior research indicating that heavier cannabis use is linked to positive cannabis expectancies. Given that stimulus expectancies influence substance-related responses, such findings would further the case for evaluating and controlling for these expectancies in clinical work with cannabis for stress-related conditions. Indeed, clinical cannabis research evaluating samples of heavy or frequent cannabis users may be subject to bias due to higher positive expectancies.
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Heller, Patricia, Kenneth Heller, Charles R. Henderson, H. Vincent Kuo, and Edit Yerushalmi. "Instructors’ Beliefs and Values about Learning Problem Solving." In 2001 Physics Education Research Conference. American Association of Physics Teachers, 2001. http://dx.doi.org/10.1119/perc.2001.pr.005.

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Alhadlaq, H., F. Alshaya, S. Alabdulkareem, K. K. Perkins, W. K. Adams, C. E. Wieman, Mel Sabella, Charles Henderson, and Chandralekha Singh. "Measuring Students’ Beliefs about Physics in Saudi Arabia." In 2009 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2009. http://dx.doi.org/10.1063/1.3266756.

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DeBeck, George, Sam Settelmeyer, Sissi Li, Dedra Demaree, Chandralekha Singh, Mel Sabella, and Sanjay Rebello. "TA Beliefs in a SCALE-UP Style Classroom." In 2010 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2010. http://dx.doi.org/10.1063/1.3515176.

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Bartiromo, Tara, Eugenia Etkina, Mel Sabella, Charles Henderson, and Chandralekha Singh. "Implementing Reform: Teachers’ Beliefs about Students and the Curriculum." In 2009 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2009. http://dx.doi.org/10.1063/1.3266762.

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Chini, Jacquelyn J., and Ahlam Al-Rawi. "Alignment of TAs' beliefs with practice and student perception." In 2012 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2013. http://dx.doi.org/10.1063/1.4789661.

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Henderson, Rachel, Kelsey Funkhouser, and Marcos D. Caballero. "A longitudinal exploration of students’ beliefs about experimental physics." In 2019 Physics Education Research Conference. American Association of Physics Teachers, 2020. http://dx.doi.org/10.1119/perc.2019.pr.henderson.

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Reports on the topic "Research beliefs"

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Barros, Margarida, Cristiana Bessa, Isabel Mesquita, and Paula Queirós. The Expression of Epistemological Beliefs in Initial Teacher Education: A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, September 2022. http://dx.doi.org/10.37766/inplasy2022.9.0131.

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Review question / Objective: The purpose of this systematic review is to scrutinize what is known about pre-service teachers’ epistemological beliefs in initial teacher training. The research questions which guided the review of these studies were: (Q1) What is the theoretical framework used? (Q2) What is the domain present in the research? (Q3) What have been the main purposes of the research? (Q4) Which have been the methodological procedures used to access epistemological beliefs? (Q5) What are the main research findings? Information sources: Five databases will be used to search and retrieve the articles: EBSCO, ERIC, Web of Science and SCOPUS. This review will not exclude any work based on the date of conclusion as it intends to understand and illustrate the overview of all the research carried out on the epistemological beliefs of pre-service teachers. This will allow access to the explanatory factors of the contours and manifestations that the EB assume in this training phase.
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Filmer, Deon, Vatsal Nahata, and Shwetlena Sabarwal. Preparation, Practice, and Beliefs: A Machine Learning Approach to Understanding Teacher Effectiveness. Research on Improving Systems of Education (RISE), December 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/084.

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This paper uses machine learning methods to identify key predictors of teacher effectiveness, proxied by student learning gains linked to a teacher over an academic year. Conditional inference forests and the least absolute shrinkage and selection operator are applied to matched student-teacher data for Math and Kiswahili from Grades 2 and 3 in 392 schools across Tanzania. These two machine learning methods produce consistent results and outperform standard ordinary least squares in out-of-sample prediction by 14-24 percent. As in previous research, commonly used teacher covariates like teacher gender, education, experience, and so forth are not good predictors of teacher effectiveness. Instead, teacher practice (what teachers do, measured through classroom observations and student surveys) and teacher beliefs (measured through teacher surveys) emerge as much more important. Overall, teacher covariates are stronger predictors of teacher effectiveness in Math than in Kiswahili. Teacher beliefs that they can help disadvantaged and struggling students learn (for Math) and they have good relationships within schools (for Kiswahili), teacher practice of providing written feedback and reviewing key concepts at the end of class (for Math), and spending extra time with struggling students (for Kiswahili) are highly predictive of teacher effectiveness, as is teacher preparation on how to teach foundational topics (for both Math and Kiswahili). These results demonstrate the need to pay more systematic attention to teacher preparation, practice, and beliefs in teacher research and policy.
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Carpenter, Jan. Negotiating Meaning with Educational Practice: Alignment of Preservice Teachers' Mission, Identity, and Beliefs with the Practice of Collaborative Action Research. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.395.

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Smith, Hinekura, Aotea Frandi, Danielle Squire, Irene Farnham, Eruera Morgan, Dan Keepa, and Piripi Morunga. Growing Kaupapa Māori Research Capabilities and Confidence Through Whanaungatanga as Research Mentorship. Unitec ePress, September 2022. http://dx.doi.org/10.34074/ocds.098.

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The Ngā Wai a Te Tūī – Hiringa Hauora Summer Research Mentorship is a kaupapa Māori collaboration to increase hauora Māori (Māori wellbeing) research capacity. The idea of research internships is not new, nor is a focus on hauora Māori. What is distinctive about this summer mentorship is its kaupapa Māori approach to support a diverse range of Māori into research that is by Māori, for Māori, and holds Māori values, beliefs and aspirations at its centre. Holding fast to our ways of being throughout the programme has produced a set of learnings and experiences amongst six ‘interns’ that we suggest offers a useful example of how to grow kaupapa Māori research in the hauora space, and beyond. Like many great Māori ideas, this mentorship programme was enabled through whanaungatanga (relationships) – in this case an email from one colleague to another that went something like, “Hey mete I have an idea I want to run past you.” A senior researcher at Te Hiringa Hauora, an evidence-based health-promotions organisation, approached her colleague, co-author Hinekura Smith, a senior lecturer and researcher at Unitec’s Ngā Wai a Te Tūī Māori and Indigenous Research Centre, with a funding opportunity to develop and facilitate a summer internship programme.
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Temin, Miriam, and Craig Heck. Impact of community-based girl groups. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1015.

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Programs increasingly use community-based girl groups (CBGGs) to address risks and empower adolescent girls, but evidence on their impact is not always accessible to decision makers. A closer look at 30 CBGG programs in low- and middle-income countries found that CBGGs had the greatest reported success in improving health and gender attitudes and beliefs, while their effect on health behavior and status is mixed. Program implementers should consider CBGGs as a way to facilitate girls’ empowerment, with complementary measures to engage community members and to promote enabling environments for greater program impact. Increased interest and investment in CBGGs should be supported by greater investment in further research to bolster the evidence base.
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Lind, Jeremy, and Paul Harvey. The Politics of Social Assistance in Crises. Institute of Development Studies (IDS), February 2022. http://dx.doi.org/10.19088/basic.2022.024.

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Social protection policies increasingly exist in crisis-affected settings. Their implementation is mediated by politics, resource constraints, and the attitudes and beliefs of those responsible for shaping policy. However, prevailing perspectives on the politics of social protection (incorporating social assistance) are largely limited to settings that are not characterised by protracted crises and conflict. This brief summarises the state of what is known and what gaps there are in the evidence regarding how politics shape social assistance policy and implementation. It informs a future research agenda for assessing the dynamics and processes affecting how social assistance is allocated and to whom, including the roles and relationships between global, national, and sub-national actors that influence patterns of allocation.
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Haider, Huma. Fostering a Democratic Culture: Lessons for the Eastern Neighbourhood. Institute of Development Studies, August 2022. http://dx.doi.org/10.19088/k4d.2022.131.

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Political culture is the values, beliefs, and emotions that members of a society express about the political regime and their role in it (Pickering, 2022, p. 5). Norms, values, attitudes and practices considered integral to a “culture of democracy”, according to the Council of Europe, include: a commitment to public deliberation, discussion, and the free expression of opinions; a commitment to electoral rules; the rule of law; and the protection of minority rights; peaceful conflict resolution. The consolidation of democracy involves not only institutional change, but also instilling a democratic culture in a society (Balčytienė, 2021). Research on democratic consolidation in various countries in Central and Eastern Europe (CEE) finds that a key impediment to consolidation is the persistence of old, authoritarian political culture that undermines political and civic participation. This rapid review looks at aspects of democratic culture and potential ways to foster it, focusing on educational initiatives and opportunities for civic action — which comprise much of the literature on developing the values, attitudes and behaviours of democracy. Discussion on the strengthening of democratic institutions or assistance to electoral processes is outside the scope of the report.
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Hamilton, Lawrence. Do you believe the climate Is changing? answers from new survey research. University of New Hampshire Libraries, 2011. http://dx.doi.org/10.34051/p/2020.154.

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Kangave, Jalia, Ronald Waiswa, and Nathan Sebaggala. Are Women More Tax Compliant than Men? How Would We Know? Institute of Development Studies, March 2021. http://dx.doi.org/10.19088/ictd.2021.006.

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Most research on tax compliance, including research on gender differences in compliance, is based on one of two problematic sources of data. One is surveys enquiring about attitudes and beliefs about taxpaying, or actual taxpaying behaviour. The other is experiments in which people who may or may not have experience of paying different types of taxes are asked to act out roles as taxpayers in hypothetical situations. Much more accurate and reliable research is possible with access to ‘tax administrative data’, i.e. the records maintained by tax collection organisations. With tax administrative data, researchers have access to tax assessments and tax payments for specific (anonymised) individual or corporate taxpayers. Further, tax administrative data enables researchers to take account of a phenomenon largely ignored in more conventional compliance research. Tax payment is best understood not as an event, but as part of a multi-stage process of interaction between taxpayers and tax collectors. In particular, actually making a tax payment typically represents the culmination of a process that also involves: registering with the tax collecting organisation; filing annual tax returns; filing returns that indicate a payment liability; and receiving an assessment. The multi-stage character of this process raises questions about how we conceptualise and measure tax compliance. To what extent does ‘compliance’ refer to: registration, filing, accurate filing, or payment? The researchers employed this framework while using tax administrative data from the Uganda Revenue Authority to try to determine gender differences in compliance. The results are sensitive to the adoption of different definitions of compliance and subject to year-to-year changes. Finding robust answers to questions about gender differences in tax compliance is more challenging than the research literature indicates.
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Becker, Sascha O., Stephen Broadberry, Nicholas Crafts, Sayatan Ghosal, Sharun W. Mukand, and Vera E. Troeger. Reversals of Fortune? A Long-term Perspective on Global Economic Prospects. Edited by Sascha O. Becker. CAGE Research Centre, March 2013. http://dx.doi.org/10.31273/978-0-9576027-00.

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It is conventional wisdom that: Continued fast growth in the BRICS will result in a rapid catch-up to match and even surpass Western income levels in the next few decades The crisis in Europe will soon be over and normal growth will then resume as if nothing had happened The tax competition resulting from globalization means a race to the bottom in which corporate tax rates fall dramatically everywhere The best way to escape the poverty trap is to give the poor more money Losers from globalization can be ignored by politicians in western democracies because they do not matter for electoral outcomes The adjustment problems for developing countries arising from the crisis are quite minor and easy to deal with Actually, as Reversals of Fortune shows, all of these beliefs are highly questionable. The research findings reported here provide economic analysis and evidence that challenge these claims. In the report, Nicholas Crafts asks: "What Difference does the Crisis make to Long-term West European Growth?" Vera Troeger considers "The Impact of Globalisation and Global Economic Crises on Social Cohesion and Attitudes towards Welfare State Policies in Developed Western Democracies." Stephen Broadberry looks at "The BRICs: What does Economic History say about their Growth Prospects?" Sharun Mukand takes "The View from the Developing World: Institutions, Global Shocks and Economic Adjustment." Finally, Sayantan Ghosal has a new perspective on "The Design of Pro-poor Policies."
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