Profiles of epistemological beliefs, knowledge about explanation norms, and explanation skills: changes after an intervention.

In this study, we exploratively investigate the relation between students' epistemological beliefs and their declarative knowledge about scientific explanations and their practical skills to explain psychological phenomena drawing on scientific theories before and after a training intervention using a person-centered approach. We theoretically derive profiles of epistemological beliefs that should be beneficial for constructing scientific explanations. We those having higher explanation skills show a profile of epistemological beliefs that is beneficial for explanations skills.

Evaluating self-reported retrospective average daily fruit, vegetable, and egg intake: Trustworthy-Sometimes!

Retrospective self-reports are commonly used to assess dietary intake. Yet, their use is criticized as it is unclear whether the underlying assumptions for valid self-reports are met: Individuals have to consider the behavior of all days in the retention interval and weigh the behavior of all days equally. This study examines whether these assumptions for retrospective self-reports are met and whether interindividual differences in self-report performance are relevant regarding these assumptions.