Abstract
This study explores the correlation between a group of South African doctoral students’ assumptions about knowledge or epistemological beliefs and their behaviour applicable to research information gathering activities while compiling their research proposals for the doctorate. Six divergent models of epistemological development from the educational psychology (in chronological order) as well as an information search process model formed the conceptual, theoretical framework for the investigation. Ten enrolled doctoral students from the College of Education at the University of South Africa were interviewed about this correlation. The findings provide a rich theoretical foundation for future information-seeking behaviour research among doctoral students and provide insights into the impact of students’ epistemological beliefs on their information seeking patterns. The findings furthermore confirm the correlation between core epistemological beliefs and information gathering patterns amongst South African doctoral students and provide substantial justification for using epistemological beliefs in the supervision of doctoral students. DOI: 10.5901/mjss.2014.v5n20p1068
Highlights
Most doctoral students encounter and use loads of information during their quest for sources from the literature that are useful and meaningful for the completion of their research proposals and their theses
After conducting content analyses of the interview data, each subject was placed into an epistemological development category
None of the ten participants was placed into the low category. This is consistent with other research that indicated few doctoral students enrolled for the degree with low or without epistemological development
Summary
Most doctoral students encounter and use loads of information during their quest for sources from the literature that are useful and meaningful for the completion of their research proposals and their theses. This process commences immediately after the students have enrolled for their doctoral degrees as they would be expected to compile a research proposal, according to specified guidelines. Some students seem to do a little better in this regard, but information-gathering behaviour among these students seems to be influenced by restraining factors. Researchers who study epistemology are interested in “how individuals come to know, the theories and beliefs they hold about knowing and the manner in which such epistemological beliefs are a part of and an influence on the cognitive processes of thinking and reasoning” (Hofer and Pintrich, 1997, p. 88)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
