This study aimed to identify the four keydimensions of epistemic beliefs that concern the nature of knowledge and knowing and examine their relationshipwith cognitive constructs, study approaches, and academic performance among Hong Kong college students. A14-item scale was developed in three studies with inde-pendent samples of Hong Kong college students (n=250,466, and 373, respectively). Confirmatory Factor Analysis supported the hypothesized four-factor model of epistemic beliefs consisting of Certainty, Complexity, Source, and Justification. Results indicated that all four dimensions ofepistemic beliefs were associated with Effort Regulation;students with more sophisticated epistemic beliefs wereless likely to employ the Surface Approach; and epistemic beliefs predicted both coursework and examination per-formance, whereas both Surface and Deep Approaches didnot. The present study supported a model of epistemic beliefs focusing on the nature of knowledge and knowing that pertains to Certainty, Complexity, Source, and Justi-fication. Implications of the findings in relation to under-standing epistemic beliefs in cross-cultural contexts are discussed.

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• Identifying and Examining Epistemic Beliefs among College Students in Hong Kong