Influence of resource and content on epistemic beliefs about general pedagogical knowledge. Research data of an experimental study.

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Merk, Samuel
Schneider, Jürgen
Syring, Marcus
Bohl, Thorsten


Dataset Information

Title Influence of resource and content on epistemic beliefs about general pedagogical knowledge. Research data of an experimental study.
Original Title Welchen Einfluss haben Quelle und Kontext auf epistemologische Überzeugungen bezüglich pädagogischen Wissens? Forschungsdaten zu einer experimentellen Untersuchung.
Citation Merk, S., Schneider, J., Syring, M., & Bohl, T. (2016). Influence of resource and content on epistemic beliefs about general pedagogical knowledge. Research data of an experimental study. [Translated Title] (Version 1.0.0) [Data and Documentation]. Trier: Center for Research Data in Psychology: PsychData of the Leibniz Institute for Psychology ZPID.
Language of variable documentation German
Responsible for Data Collection Merk, Samuel; Schneider, Jürgen; Syring, Marcus; Bohl, Thorsten
Data Collection Completion Date 2015
Dataset Publication 2016
Dataset ID bltn15ep11
Study Description In educational psychology epistemic beliefs are a popular research topic. The present study analyzes effects of source and context on theory-specific epistemic beliefs of graduate students about pedagogical knowledge. Graduate students in teacher education are presented with texts describing six research topics from the field of pedagogical knowledge equally with regard to contents, but different with regard to sources and context (with vs without scholarly context). To each of these research topics several covariates as well as epistemic beliefs were investigated resulting in a split-plot design.
The construct of Theory specific relativism showed factorial invariance for all theories. If the source of knowledge is „expert advice“ Theory specific relativism shows smaller arithmetic means, whereby it shows higher values for theories from humanities.
The construct of Theory practice relation showed factorial invariance for all theories, too. Theory practice relation can be predicted by epistemic beliefs and study interest with moderate effect sizes after controlling for source and context.
Hypotheses Information forthcoming
Keyphrase effects of source and context on theory-specific epistemic beliefs about pedagogical knowledge, layperson’s report & expert advice & abstract of scientific research & with vs without school context, total of 323 graduate students in teacher education, experimental study, research data
Funding Exploration funds (Platform 4) of the Excellence Initiative, University of Tübingen
Rating The treatment check shows evidence for the successful implementation of the experimental conditions.
File Access Criteria

Data files and additional material that belong to access category 1indication of an academic email account and the intended use


PSYNDEX Classification and Controlled Terms

Classification Philosophy
Cognitive & Perceptual Development
Controlled Terms Epistemology
Student Attitudes
Education Students
Professional Competence
Data Collection


Research Method Description

Research Method Description Experiment Data
Classification of Data Collection Experimental Design, Mixed Design
Research Instrument Information forthcoming.
Data Collection Method Data collection in the presence of an experimenter
-Group Administration
-Paper and Pencil
Time Points repeated measurements
Survey Time Period -
Characteristics -
Population Graduate students in teacher education
Experimental Pool Individuals
Sample Convenience sample
Subject Recruitment Information forthcoming.
Sample Size 323 individuals
Return/Drop Out -
Gender Distribution 66,9 % female subjects (n=216)
32,5 % male subjects (n=105)
0,6 % missing value (n=2)
Age Distribution 18 - 62 years
Special Groups -
Country Germany
Region Baden-Württemberg
City Tübingen
Variables Within-Person Variables:
Cognitive Load
Perceived Value of Theory for Practice
Theory Specific Relativism
Epistemic Emotions

Between-Person Variables:
Epistemic Beliefs (CAEB,TSEBQ, FREE)
Interest in Educational Studie (Pre- and Posttest)
Sociodemografic variables (age, sex, college major, semester, teaching experience, school graduation grade)
Treatment-Check "Perceived School Context"
Treatment-Check "Source"

Readability Variables:
Text ID
Length and complexity of text
Number of words
Flesch reading-ease score


Data Status

Data Status Complete Data Set
Original Records Questionnaire filled out by either the subject or the experimenter containing closed and/or open answers.
Transformation Data from the subjects were coded and then immediately transferred into a machine-readable form.


Description of the Provided Data

Description Research data file (readability)
File Name bltn15ep11_fd2.txt
Data Content 36 vignettes, 10 variables
Data Points 36*10=360 data points
Variables ID of vignette (1), lenght and complexity of text (Björnson, 1968), (1), number of words (1), Flesch-Index (1), text (1)
MD5 Hash 6d52621cd51eb0a123ee18e495c62f4e
File Access Criteria access category 1indication of an academic email account and the intended use
Description Research data file (epistemic beliefs)
File Name bltn15ep11_fd1.txt
Data Content 323 subjects, 398 variables
Data Points 323*398= 128554 data points
Variables Information forthcoming
MD5 Hash 1c9f27e4148c69c8280b733feaec42ec
File Access Criteria access category 1indication of an academic email account and the intended use


Description of Additional Materials

Description File Name
Codebook of research data file bltn15ep11_fd1.txt bltn15ep11_kb1.txt
Codebook of research data file bltn15ep11_fd2.txt bltn15ep11_kb2.txt
Codebook and descrptive statistics of the research data files bltn15ep11_Codebook.pdf
Information forthcoming bltn15ep11_Codebook.Rmd


Publications Directly Related to the Dataset

Publications Directly Related to the Dataset
Merk, S., Schneider, J., Syring, M., & Bohl, T. (2016). Pädagogisches Kaffeekränzchen oder harte empirische Fakten? Domänen- und theorienspezifische epistemologische Überzeugungen Lehramtsstudierender bezüglich allgemeinen pädagogischen Wissens. In A.-K. Mayer & T. Rosman, (2016). Denken über Wissen und Wissenschaft. Epistemologische Überzeugungen. Lengerich: Pabst Science Publishers.


Utilized Test Methods

Utilized Test Methods
Bråten, I., Gil, L., Strømsø, H.I., & Vidal-Abarca, E. (2009). Personal epistemology across cultures: Exploring Norwegian and Spanish university students' epistemic beliefs about climate change. Social Psychology of Education, 12, 529-560.
Krapp, A., Schiefele, U., Wild, K.-P. & Winteler, A. (1993). Der "Fragebogen zum Studieninteresse "(FSI). Diagnostica, 39, 335-351.Datensatz 0078468
Krettenauer, T. (2005). Die Erfassung des Entwicklungsniveaus epistemologischer Überzeugungen und das Problem der Übertragbarkeit von Interviewverfahren in standardisierte Fragebogenmethoden. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 37 (2), 69-79.Datensatz 0179084
Kunter, M., Leutner, D., Seidel, T. & Terhart, E. (2014): Bildungswissenschaftliches Wissen und der Erwerb professioneller Kompetenz in der Lehramtsausbildung (BilWiss). Version: 1. IQB - Institut zur Qualitätsentwicklung im Bildungswesen. Datensatz.
Lenhard, W. & Lenhard, A. (2014). Berechnung des Lesbarkeitsindex LIX nach Bjørnson. Bibergau: Psychometrica. Online verfügbar unter (Abgerufen am 11.02.2016)
Marcus, N., Cooper, M., & Sweller, J. (1996). Understanding Instructions. Journal of Educational Psychology, 88(1), 49-63.
McAuley, E., Duncan, T. & Tammen, V. V. (1989). Psychometric properties of the Intrinsic Motivation Inventory in a competitive sport setting: a confirmatory factor analysis. Research quarterly for exercise and sport, 60 (1), 48-58.
Muis, K. R., Psaradellis, C., Chevrier, M., Di Leo, I., & Lajoie, S. P. (2015). Learning by preparing to teach: Fostering self-regulatory processes and achievement during complex mathematics problem solving. Journal of Educational Psychology, 107, 1-19.
Paas, F.G.W.C. (1992). Training Strategies for Attaining Transfer of Problem-Solving Skill in Statistics: A Cognitive-Load Approach. Journal of Educational Psychology, 84(4), 429-434.Datensatz 4398684
Schöll, P. (2015). Berechnung des Lesbarkeitsindex Flesch nach Rudolf Flesch. Online verfügbar unter (Abgerufen am 11.02.2016)
Schöne, C., Dickhäuser, O., Spinath, B. & Stiensmeier-Pelster, J. (2002). Skalen zur Erfassung des schulischen Selbstkonzepts (SESSKO). Manual. Göttingen: Hogrefe.Datensatz 9004611
Seidel, T., Stürmer, K., Blomberg, G., Kobarg, M., & Schwindt, K. (2011). Teacher learning from analysis of videotaped classroom situations: Does it make a difference whether teachers observe their own teaching or that of others? Teaching and Teacher Education, 27(2), 259-267.Datensatz 0281172
Stahl, E., & Bromme, R. (2007). The CAEB: An instrument for measuring connotative aspects of epistemological beliefs. Learning and Instruction, 17(6), 773-785. Datensatz 0204849


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