Model causal relationship between epistemological beliefs, motivation, approaches to learning and academic progress

Subject Areas : Journal of Educational Psychology

Hamze Farhadi Nia ^{1 *} , Homan Rajabi ² , Mosa Abakhti ³

1 - M.A of Educational Psychology, University of Al-Khwarizmi.
2 - Educational Psychology PhD student at Tehran University.
3 - MA of Educational Psychology, University of Tabriz.

Received: 2016-06-20 Accepted : 2016-10-10 Published : 2016-12-21

Keywords: epistemological beliefs, Achievement motivation, approaches to learning, academic progress of science,

Abstract :

This study investigated the relationship between epistemological beliefs, motivation, approaches to learning and academic progress of science was done. For this purpose, 444 students of secondary school Karaj city were selected through cluster sampling method. And epistemological beliefs questionnaire Connelly (2004), learning approaches Cavallo (1994) and achievement motivation Cavallo (1996) responded. The average score of the first quarter of the academic year 94/95 was received from teachers. The path analysis was used to analyze the data. Epistemological beliefs than belief in the certainty of knowledge have a direct effect on students' learning approaches. These beliefs have an indirect effect on students' approaches to learning and direct effect on achievement motivation was. Approaches to learning and motivation, as well as mediating the effects of epistemological beliefs on academic progress of students in science. Providing areas of scientific debate in the classroom, creating opportunities for student involvement in science laboratories and practical work plays an important role in improving students' epistemological beliefs.