Relationship among Students’ Epistemological Beliefs, Achievement Motivation, and Academic Achievement:A Path model (original) (raw)
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This study aimed to identify the relationship between teacher candidates' epistemological beliefs and academic achievement. The participants of the study were 353 teacher candidates studying their fourth year at the Education Faculty. The Epistemological Belief Scale was used which adapted to Turkish through reliability and validity work by Deryakulu and Büyüköztürk (2005) and consisted of three sub-dimensions (i.e. belief of learning depending on effort, belief of learning depending on talent and belief of the existence of only one truth). In data analysis, t-test, one-way ANOVA and Pearson Product-Moment Correlation Analysis were employed. The findings showed that the teacher candidates' epistemological beliefs differed based on major. In addition, it was found that there was a statistically significant relationship between only the belief of learning depending on talent, among other sub-dimensions of epistemological beliefs, and academic achievement.
Relationship between epistemological beliefs and motivational orientation among high school students
Psihologija, 2012
Relationship between epistemological beliefs and motivational orientation of high school students was studied and their relationship with school majoring, GPA and gender. To estimate epistemological beliefs and motivational orientation Schommer's Epistemological Questionnaire (EQ) and Work Preference Inventory (WPI) were used. Through factor analysis of EQ 5 factors were extracted, that differ from those Schommer singled out. Negative correlation between naive epistemological beliefs on one side, and intrinsic (-0.327, p<0.01) and general motivation (-0.247, p<0.01) on the other, was determined. Students majoring in social sciences have more mature epistemological beliefs (F=11.278, df=1, p<0.01. Boys have more mature epistemological beliefs than girls only on factor Avoiding relating, ambiguity and dependence on authority (F=16.899, df=1, p<0.01). Correlation between epistemological beliefs and GPA was not determined. Students majoring in social sciences have higher level of motivation (F=6.626, df=1, p<0.05). Girls are more motivated by enjoying in what they are doing (F=6.261, df=1, p<0.05).
International Online Journal of Educational Sciences, 2017
Students have difficulties in involving, engaging, and motivating in studying and learning activities and one of the reasons of which is regarded as academic motivation that is a main predictor of academic success. There are also some external factors having effect on academic motivation and performance. In this study, we aimed to examine the differential predictive relationships of undergraduates' epistemological beliefs, learning approaches and problem solving skills on academic motivation. The study group is consists of 750 university students continuing their study at Yildiz Technical University, Istanbul. For the method of the research, the correlational analysis technique of a descriptive research model was used. The data was collected through "Academic Motivation Scale", "Epistemological Beliefs Scale", "Learning Strategies Scale" and "Problem Solving Skills Scale". This research reveals that university students' academic motivation, epistemological beliefs, learning strategies and problem solving skills had some significant relationships between one another. According to the findings, university students' epistemological beliefs and learning strategies predicted amotivation, extrinsic motivation and intrinsic motivation significantly. However, it was found that university students' problem solving skills did not predict amotivation, extrinsic motivation and intrinsic motivation significantly.
Achievement Goals of Matriculation Students: Role of Epistemological Beliefs
The Normal Light: Journal on Teacher Education, Vol. 9, No. 1, 2015
This study investigated how students’ beliefs about learning affect their achievement goal orientation. A total of 340 matriculation (foundation) students (47% males, 53% females) from two public universities were given two inventories – epistemological beliefs for science and achievement goal orientation – to measure their epistemological beliefs about science and achievement goal orientation. Results yielded that canonical correlations established by innate ability and quick learning were positively correlated with performance goal, mastery avoidance goal, and performance avoidance goals, but innate ability and quick learning negatively correlated with mastery goal. Further, innate ability and quick learning were predictors of achievement goal orientation. These results provided new empirical evidence on how epistemological beliefs contribute relatively to students’ adopting achievement goal orientation.
Achievement Goals of Matriculation Students: Role of Epistemological Beiliefs
This study investigated how students’ beliefs about learning affect their achievement goal orientation. A total of 340 matriculation (foundation) students (47% males, 53% females) from two public universities were given two inventories – epistemological beliefs for science and achievement goal orientation – to measure their epistemological beliefs about science and achievement goal orientation. Results yielded that canonical correlations established by innate ability and quick learning were positively correlated with performance goal, mastery avoidance goal, and performance avoidance goals, but innate ability and quick learning negatively correlated with mastery goal. Further, innate ability and quick learning were predictors of achievement goal orientation. These results provided new empirical evidence on how epistemological beliefs contribute relatively to students’ adopting achievement goal orientation.
Taking Epistemological Beliefs into Account in Students’ Performance
Social Interactions and Networking in Cyber Society, 2017
The concept of beliefs has a long history and has been defined in a variety of ways. Beliefs are clustered as a set of interrelated beliefs in a broader, general belief structure or system; they can vary in strength. The more a belief is interrelated with others in this structure, the more difficult it is to alter the belief in question (
The Journal of Educational Research, 2016
Research has found students' epistemic beliefs to predict their achievement goal orientations. Much of this research emerged from the dimensional approach of epistemic beliefs, which hypothesized a relationship between particular independent dimensions of epistemic beliefs with different achievement goals. Research in this approach has primarily applied a variable-centered approach to investigating these relations. The authors adopt an alternative conceptualization of epistemic beliefs, which considers epistemic beliefs and achievement goals as orthogonal to each other, and which favors a profile-centered approach to researching their relations. They hypothesized that while a variable-centered analysis would identify relations between epistemic beliefs and achievement goal orientations, a profile-centered analysis would demonstrate the independence of these psychological constructs. In three studies with high school students (ns D 256, 149, 250) the authors demonstrate that epistemic beliefs and achievement goals form different personal profiles that are differentially related to learning strategies.
2012
In this study we investigated whether students’ beliefs about knowledge and learning, or epistemological beliefs, can predict students’ intrinsic motivation. We first examined the structure of Filipino students’ epistemological beliefs, and then explored the relationship of these belief dimensions to intrinsic motivation. Participants were 200 high school students who completed Chan and Elliot’s (2002) version of the Schommer’s Epistemological Questionnaire. The result of an exploratory factor analysis revealed four dimensions: (a) fixed ability, (b) learning effort/process, (c) authority/expert knowledge, and (d)
This study aims at analysing the relations between students’ achievement motivation, learning strategies and their epistemological beliefs in learning through structural equation modelling, and at exploring the mediation role of motivation in the relations between learning strategies and epistemological beliefs. The study group was composed of 446 undergraduate students attending the Faculty of Education. The Motivated Strategies for Learning Questionnaire (MSLQ) in addition to the Epistemological Belief Scale was employed as the instrument of data collection in the research. The data obtained were then analysed via confirmatory factor analysis and the path analysis. In consequence, it was found that the model consisting of such variables as learning strategies, motivation and the belief that learning depends on effort yielded the acceptable fit indices, and it was also found that motivation variable mediated between the relations holding between the belief that learning depends on effort and the learning strategies.
Relationships between epistemic beliefs and achievement goals: developmental trends over grades 5–11
European Journal of Psychology of Education
Examining how students' epistemic beliefs (EB) influence their cognition is central to EB research. Recently, the relation between students' EB and their motivation has gained attention. In the present study, we investigate the development of the relationship between students' EB and their achievement goals (AG) over grades 5-11. Previous studies on this topic are limited, in both number and range, and have produced inconsistent results. We performed a cross-sectional study, ranging over grades 5-11, and a 3-year longitudinal study (n = 1230 and 323, respectively). Data on students' EB and AG were collected via questionnaires. Confirmatory factor analysis (CFA) supported a two-factor goal model (Mastery and Performance goals) and a structure of students' EB comprising Certainty, Source, Development, and Justification. For each grade, students' CFA scores on the respective goals were regressed on their scores on the EB dimensions by orthogonal projection to latent structures analysis. Although results indicated a weak relation between students' EB and AG, trends in the cross-sectional data were largely replicated in the longitudinal study. Though naïve EB were in general associated with performance goals and sophisticated EB with mastery goals, the transition to upper secondary school was associated with changes in the relationship between students' EB and AG. We discuss how the commonly used formulations of EB items may affect their ability to measure the naïve-sophisticated continuum, in turn affecting the predictive roles of EB dimensions.