{"id":{"repo_id":"unlv","oai_identifier":"oai:oasis.library.unlv.edu:rtds-2367"},"canonical_url":"https://search.dev.ndltd.org/etd/unlv/oai:oasis.library.unlv.edu:rtds-2367","repository":{"repo_id":"unlv","name":"University of Nevada - Las Vegas","base_url":"https://oasis.library.unlv.edu/do/oai/"},"display":{"title":"Personal epistemology: Implications for stress in college students","abstract":"This research study investigated whether college students' epistemological beliefs (i.e. certain knowledge, simple knowledge, fixed ability, quick learning, and omniscient authority) could predict negative stressors and/or reactions to stress in their college experience. Based on responses to two self-assessment inventories and a demographic survey; analysis of the data suggests that over and above contributions from demographics (i.e. gender, ethnicity, age, and education level), certain dimensions of epistemological beliefs contributed significantly to the prediction of negative stress in college students. This suggests that it is essential for educators to provide opportunities for students' epistemological development; specifically, in the area of constructing knowledge. Students need opportunities to view themselves as sources of knowledge (i.e. knowledge is constructed internally), which leads to development of a higher level of cognitive processing.","abstract_html":"This research study investigated whether college students' epistemological beliefs (i.e. certain knowledge, simple knowledge, fixed ability, quick learning, and omniscient authority) could predict negative stressors and/or reactions to stress in their college experience. Based on responses to two self-assessment inventories and a demographic survey; analysis of the data suggests that over and above contributions from demographics (i.e. gender, ethnicity, age, and education level), certain dimensions of epistemological beliefs contributed significantly to the prediction of negative stress in college students. This suggests that it is essential for educators to provide opportunities for students' epistemological development; specifically, in the area of constructing knowledge. Students need opportunities to view themselves as sources of knowledge (i.e. knowledge is constructed internally), which leads to development of a higher level of cognitive processing.","abstract_has_math":false,"creators":["Johnson, Robyn M"],"institution":"University of Nevada, Las Vegas","degree_name":"Master of Education (MEd)","degree_level":"Thesis","degree_discipline":"Health and Physical Education","degree_department":null,"school":null,"contributors":["Charles Regin"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002-01-01T08:00:00Z","date_published":"2002-01-01T08:00:00Z","updated_at":"2026-07-24T05:25:26Z","subjects":[],"languages":["English"],"rights":["IN COPYRIGHT. For more information about this rights statement, please visit http://rightsstatements.org/vocab/InC/1.0/"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://oasis.library.unlv.edu/rtds/1368"],"render_values":[{"text":"https://oasis.library.unlv.edu/rtds/1368","href":"https://oasis.library.unlv.edu/rtds/1368","code":true}]}]},"links":{"outbound_url":"https://doi.org/10.25669/i0yr-kzuh","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Charles Regin"]},{"key":"dc:creator","label":"Author","values":["Johnson, Robyn M"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["University of Nevada, Las Vegas"]},{"key":"dc:type","label":"Dc Type","values":["Text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Health and Physical Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education (MEd)"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["IN COPYRIGHT. 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Based on responses to two self-assessment inventories and a demographic survey; analysis of the data suggests that over and above contributions from demographics (i.e. gender, ethnicity, age, and education level), certain dimensions of epistemological beliefs contributed significantly to the prediction of negative stress in college students. This suggests that it is essential for educators to provide opportunities for students' epistemological development; specifically, in the area of constructing knowledge. Students need opportunities to view themselves as sources of knowledge (i.e. knowledge is constructed internally), which leads to development of a higher level of cognitive processing."]},{"key":"dc:format","label":"Dc Format","values":["pdf"]},{"key":"dc:title","label":"Title","values":["Personal epistemology: Implications for stress in college students"]}]}],"canonical_facts":{"dc:contributor":["Charles Regin"],"dc:creator":["Johnson, Robyn M"],"dc:description.abstract":["This research study investigated whether college students' epistemological beliefs (i.e. certain knowledge, simple knowledge, fixed ability, quick learning, and omniscient authority) could predict negative stressors and/or reactions to stress in their college experience. Based on responses to two self-assessment inventories and a demographic survey; analysis of the data suggests that over and above contributions from demographics (i.e. gender, ethnicity, age, and education level), certain dimensions of epistemological beliefs contributed significantly to the prediction of negative stress in college students. This suggests that it is essential for educators to provide opportunities for students' epistemological development; specifically, in the area of constructing knowledge. Students need opportunities to view themselves as sources of knowledge (i.e. knowledge is constructed internally), which leads to development of a higher level of cognitive processing."],"dc:format":["pdf"],"dc:identifier":["10.25669/i0yr-kzuh","https://oasis.library.unlv.edu/rtds/1368","https://oasis.library.unlv.edu/context/rtds/article/2367/viewcontent/uc.pdf"],"dc:language":["English"],"dc:publisher":["University of Nevada, Las Vegas"],"dc:rights":["IN COPYRIGHT. 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