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University students’ epistemic beliefs may have practical consequences for studying and success in higher education. Such beliefs constitute epistemic theories that may empirically manifest themselves as epistemic profiles. This study examined university students’ epistemic profiles and their relations to conceptions of learning, age, gender, discipline, and academic achievement. The participants were 1515 students from five faculties who completed questionnaires about epistemic beliefs, including a subsample who also completed a questionnaire that included conceptions of learning. We measured epistemic beliefs: reflective learning, collaborative knowledge-building, valuing metacognition, certain knowledge, and practical value. First, we analyzed structural validity by using confirmatory factor analysis. Second, we conducted latent profile analysis that revealed three epistemic profiles:  Pragmatic  (49%),  reflective-collaborative  (26%) and  fact-oriented  (25%). Then, we compared the conceptions of learning across the profiles as well as demographic information, credits, and grades. The profiles’ conceptions of learning varied: The  reflective-collaborative  group scored high on conception of learning named “construction of knowledge.” Its members were more likely to be females, teachers, and mature students, and they had the highest academic achievement. The  fact-oriented  group (mostly engineering/science students) scored highest on “intake of knowledge.” The  pragmatic  group scored highest on “use of knowledge:” During the second year, their academic achievement improved. In sum, the epistemic profiles were closely related to conceptions of learning and also associated with academic achievement.

University students’ epistemic profiles, conceptions of learning, and academic performance