Beliefs about academic knowledge

Individuals' beliefs about knowledge (i.e., epistemological beliefs) have become the focus of inquiry in the educational and psychological literatures. Based on an analysis of those literatures, we first propose that epistemological beliefs are multidimensional and multilayered. That is, individuals possess general beliefs about knowledge, as well as beliefs about more specific forms of knowledge (e.g., academic knowledge). Second, we examine the relationship between epistemological beliefs and learning in order to understand why such beliefs are important to educators. Third, we question whether beliefs about academic knowledge are truly general (i.e., unwavering across academic domains) or have a character reflective of the domain to which they are associated (i.e., domain specific). Finally, we explore some of the common problems in the research and suggest topics for future study.