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Epistemological beliefs across faculty experts and student non‐experts

The epistemological beliefs of non‐experts or novices have been studied with some frequency, while the beliefs of experts as a comparison group have received little attention in research literature. The purpose of the current study was to examine whether the conceptual framework of epistemological beliefs may be considered statistically similar or invariant across a sample of experts and non‐experts within a university context. To achieve the purpose of this study, multi‐group structural equation models were examined. Results suggest support for the five‐dimension structure of epistemological beliefs across both experts and non‐experts and indicate experts as having statistically significantly higher overall epistemological beliefs as measured within this university context.