Recent research has integrated developmental and dimensional perspectives on epistemic beliefs by implementing an approach in which profiles of learners’ epistemic beliefs are modeled across multiple dimensions. Variability in study characteristics has impeded the comparison of profiles of epistemic beliefs and their relations with external variables across studies. We examined this comparability by integrating data on epistemic beliefs about the source, certainty, development, and justification of knowledge in science from six studies comprising N = 10,932 German students from elementary to upper secondary school. Applying latent profile analyses to these data, we found that profiles of epistemic beliefs that were previously conceptualized were robust across multiple samples. We found indications that profiles of epistemic beliefs homogenize over the course of students’ education, are related to school tracking, and demonstrate robust relations with students’ personal characteristics and socioeconomic background. We discuss implications for the theory, assessment, and education of epistemic beliefs.

最近的研究通过实施一种跨多个维度对学习者认知信念概况进行建模的方法，整合了认知信念的发展和维度视角。研究特征的可变性阻碍了跨研究的认知信念概况及其与外部变量的关系的比较。我们通过整合有关科学知识的来源、确定性、发展和合理性的认知信念的数据来检验这种可比性，这些数据来自六项研究，其中包括N = 10,932 名从小学到高中的德国学生。将潜在概况分析应用于这些数据，我们发现先前概念化的认知信念概况在多个样本中都是稳健的。我们发现有迹象表明，在学生的教育过程中，认知信念的概况是同质化的，与学校跟踪有关，并表现出与学生的个人特征和社会经济背景的密切关系。我们讨论认知信念的理论、评估和教育的含义。