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Abstract
Complex cognitive processes have been broadly categorized into three general domains: first-order cognition (i.e., thinking directed to solve problems), metacognition (i.e., thinking about one's thinking during problem-solving), and epistemic cognition (i.e., thinking about the epistemic nature of problems and beliefs about criteria for knowledge justification). Few, if any studies, have empirically examined the conditional dependencies between a large inventory of components simultaneously. This paper aims to contribute the first set of preliminary explorations into the interrelationships between different thinking and reasoning components that represent key aspects of emerging adult cognitive processing using a psychological network approach. In two cross-sectional studies (combined N = 1496), data was collected from undergraduate students enrolled at a large public university. Scrutiny of the networks suggests that thinking dispositions and competency with probability are key bridges between metacognitive abilities and epistemic beliefs. Implications for instruction are discussed.
Educational relevance statement
It remains a perennial aim of all education systems to improve the thinking and reasoning of students. But which complex cognitive processes are worthwhile targets, and how do they fit among the plethora of metacognitive, self-regulatory, and epistemological belief aspects of students? The present set of studies is the first to apply a network approach to a broad array of cognitive components to uncover the central student-level variables that can be targeted with instruction. Based on the findings of the two studies presented, instruction aimed at epistemic dispositions could potentially assist in the development of complex cognition because of their centrality to networks of effective reasoning processes.
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