Research into epistemic cognition investigates people's beliefs regarding the characteristics of knowledge and knowing—as distinct from thinking or believing in general—and the impact of this on learning.
More recent work has sought to situate epistemic cognition in a broad non-developmental model of learning.
This work has linked epistemic cognition at an individual level to models of (1) metacognition, the construct characterising how people think about thinking, and (2) self-regulated learning, which characterises ability to identify learning needs and plan towards them, monitor, and reflect (including the work of Krista R. Muis).
[5] In contrast, dimensional models do not characterise epistemic cognition in terms of sequential development.
[1] As Sandoval, Greene, and Bråten (2016) outline, epistemic cognition research, largely from the learning sciences community, has found that epistemic cognition is related to academic performance, and other learning constructs.