Individuals hold different epistemic beliefs atdifferent ages, and these beliefs can affect a wide range ofreasoning tasks. The present study examined Chinese sec-ondary school students’ epistemic beliefs at different gradelevels, and how these related to the students’ abilities toidentify various forms of fallacy with the use of a cross-sectional design. One hundred and forty-six Chinese sec-ondary school students (Grade 7N=32, Grade 9N=40,Grade 10N=36, and Grade 11N=38) completed a14-item Epistemic Beliefs Questionnaire and a set of fal-lacy tasks. CFA showed that the questionnaire measuredthe four dimensions of the secondary school student sam-ples adequately. A non-linear trend of epistemic beliefsacross different grades was found and analyses usingMANOVA showed significant grade differences in thedimension of Certainty (Grade 7 vs. 10 vs. 11).v2testsshowed only significant grade difference in the fallacy ofAppeal to Authority (Grade 7 vs Grade 9; Grade 7 vs. 10).Finally, only grade, but not epistemic beliefs, predictedfallacy identification (Appeal to Authority) when all vari-ables were considered in the ordinal logistic regressionmodel. The issue of epistemic dimensions change andstudents’ informal reasoning ability are discussed in lightof the Chinese culture

• Cross-Sectional Study on Chinese Secondary School Students’Epistemic Beliefs and Fallacy Identification