Asian Journal of Education and Social Studies

This descriptive study compared students and working adults on their epistemic beliefs about learning, knowledge, and intelligence. A total of 39 Filipino respondents participated in an online survey, comprising 19 students (college, master’s, and secondary levels) and 20 employed individuals. Using a researcher-adapted survey based on Schommer’s (1990) framework of epistemological beliefs, the study gathered both quantitative and qualitative data to identify patterns in how each group conceptualizes intelligence, approaches learning, and perceives knowledge. Descriptive statistics  revealed that while both groups acknowledged intelligence as multifaceted and effort-based, students tended to associate it with innate ability, prestige, and academic success, reflecting a more fixed mindset. In contrast, however, employed individuals demonstrated growth-oriented and pragmatic beliefs, emphasizing adaptability, effort, and real-world application of knowledge. These findings suggest that epistemological beliefs evolve with life experience and environmental context, academic or professional, shaping how individuals define intelligence and approach lifelong learning. Furthermore, these insights underscore the need for educational systems to cultivate growth mindsets, epistemic autonomy, and diverse conceptions of intelligence among learners to prepare them for dynamic real-world learning environments.