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This article is the continuation of M. Schommer's (1993) study, in which the development of secondary students' beliefs about the nature of knowledge and learning, or epistemological beliefs, was examined. High school students (N = 69) completed an epistemological questionnaire as freshmen in 1992 and as seniors in 1995. Repeated-measures analyses revealed that their beliefs in fixed ability to learn, simple knowledge, quick learning, and certain knowledge changed as they neared the end ofdoi:10.1037/0022-0618.104.22.168 fatcat:bz4446syhrfihg7sdpkpwpetjm