Mechanisms of Epistemic Change-Under Which Circumstances Does Diverging Information Support Epistemic Development?

Exploratory analyses Equal group effects model When repeating our analyses with the equal group effects model ( b 1 = b 2 = b 3 ), all likelihood ratio tests on primary and secondary outcomes still failed to reach statistical significance when comparing the equal group effects model to the null model (all p > 0.05 see Tables 4 , 5 for more details).

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Prior beliefs and epistemic change Exploring the relationship between pre-intervention values, instruction (i.e., treatment groups) and latent change scores, we found that treatment effects were descriptively stronger in the more naive group but that these differences failed to reach significance for all outcome measures (all p > 0.05).

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In other words, effects on epistemic change for the control group and the three topic-specific intervention groups (i.e., the “Resolvable Read and Write,” “Resolvable Read,” “Unresolvable Read” groups) differed significantly (Δ χ 2 = 6.413, df = 1, p < 0.05), while differences in effect estimates between experimental conditions did not reach statistical significance (Δ χ 2 = 2.830, df = 2, p = 0.243).

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If any marginally significant or significant differences between groups on covariates existed, we conducted additional analyses that introduced these covariates as predictors of both pre-intervention beliefs and epistemic change in our latent change model.

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