epistemological beliefs

Open Access Article

1 - Explain the relationship between attachment styles and epistemological beliefs with empathy in students
Elahe Memarian Davood Manavipour Mojtaba Sedaghati Fard

The purpose of this article was to explain the relationship between attachment styles and epistemological beliefs with students' empathy, which according to the nature of the research, the research method is descriptive-correlational. The study population includes male More

The purpose of this article was to explain the relationship between attachment styles and epistemological beliefs with students' empathy, which according to the nature of the research, the research method is descriptive-correlational. The study population includes male and female undergraduate, graduate and doctoral students of the Islamic Azad University of Garmsar in the academic year of 1998-99 with a number of 6000 students, of which 400 students (222 females and 178 males) as Available were selected. The statistical sample completed the Schumer (1990) Epistemological Beliefs Questionnaire, Hezan and Schiver (1987) and Toronto (2009) Empathy Attachment Questionnaires simultaneously. SPSS and Lisrel software were used to analyze the data. Findings showed that attachment has a direct positive relationship with empathy and is able to predict it. Knowledge stability, learning speed and knowledge simplicity are related to the path of avoidant attachment style and are negatively and indirectly related to empathy. Learning speed was mediated by anxiety attachment style and negatively correlated with empathy. The inherent ability and simplicity of knowledge through a secure attachment style were able to predict empathy. Of the only contextual variables, marital status was a good predictor of empathy. Other variables were not able to predict empathy or did not show a strong and significant relationship. According to the results of this research, it can be said; A person's experience of the quality of attachment can predict the growth of epistemological beliefs as well as the extent of his empathetic behavior. Manuscript profile

Open Access Article

2 - The Mediating Role of Study Skills in the Effect of Academic Self-Efficacy,Epistemological Beliefs and Academic Anxiety on cademic Performance of Middle School Students
Tohid Ashrafzade Ali Issazadegan Farzane Michaeeli Manee

10.30486/jsrp.2018.545642

This study examined the mediating role of study skills in the effect ofacademic self-efficacy, epistemological beliefs and academic anxiety on academic performance of first middle school students Orumieh city in the academic year 2015-2016. This study was descriptive (n More

This study examined the mediating role of study skills in the effect ofacademic self-efficacy, epistemological beliefs and academic anxiety on academic performance of first middle school students Orumieh city in the academic year 2015-2016. This study was descriptive (non-experimental) and studydesign was correlational plans type of the structural equations. Statistical population of the study formed all of first middle school students of Orumieh in 2015-2016 years of academic. Sampling was cluster random and determination the sample size for each of the sub-variable were considered 20 samples and 350 persons were selected as the study sample .The instruments were: Academic Self-Efficacy Scale (Patrick, Hicks & Ryan, 1997), Epistemological Beliefs Scale (Schommer, 1991), Academic Anxiety Scale (Alpert & Haber, 1960), Study Skills Scale (Congos, 2009) and to measure academic performance of students the grade point average in the first academic semester 2015-2016 was used. Structural equation modeling was used to assess the structural effects of academic self-efficacy, epistemological beliefs, academic anxiety and study skills onacademic performance. The results of structural equation modeling revealed that study skills and academic self-efficacy directly affect the academic performance of students (p<0/01). Also the results revealed that academic self-efficacy and epistemological beliefs indirectly and through study skills affect the academic performance of students (p<0/01). Manuscript profile

Open Access Article

3 - Comparison the Emotional and Social Intelligence, Academic Anxiety and Epistemological Beliefs in Internet Addicted and Non-Addicted Students
Najibeh Akbarzadeh Vahid Fallah Seyedeh Esmat Rasooli

This research aimed to comparison the emotional and social intelligence, academic anxiety and epistemological beliefs in internet addicted and non-addicted students. The present study was applied in terms of purpose and was comparative causal in terms of procedure metho More

This research aimed to comparison the emotional and social intelligence, academic anxiety and epistemological beliefs in internet addicted and non-addicted students. The present study was applied in terms of purpose and was comparative causal in terms of procedure method. The study population was the second high school students of Babol city in the academic years 2018-19. Based on the Cochran's formula, the sample size was estimated 374 people, who were selected by multi-stage cluster sampling method. Data collection tools included the questionnaires of internet addiction (Young, 1998), emotional intelligence (Bradberry & Graves, 2004), social intelligence (Silvera & et al, 2001), academic anxiety (Philips, 1979) and epistemological beliefs (Schommer, 1993). To analyze the data was used from multivariate analysis of variance with using SPSS-20 software. The findings showed that internet addicted and non-addicted students were significantly different in terms of all four variables of emotional and social intelligence, academic anxiety and epistemological beliefs (p < 0.05). In the other words, internet addicted students than internet non-addicted students were at a lower level in terms of emotional intelligence, social intelligence and epistemological beliefs and higher in terms of academic anxiety. According to the results of the present study, internet addicted students in compared to internet non-addicted students were in a more unfavorable position in terms of all four variables of emotional and social intelligence, academic anxiety and epistemological beliefs. Therefore, it is necessary for education experts, school psychologists and counselors to hold courses and workshops for students and their families to understand the phenomenon of internet addiction and its consequences and thereby reducing their internet addiction. Manuscript profile

Open Access Article

4 - The Effectiveness of Life Skills Training with Islamic Approach on Epistemological Beliefs and Psychological Well-Being of male students
fateme sadat tabatabaeinejad

Abstract The aim of this study was to definition the effectiveness of life skills training with Islamic approach on epistemological beliefs and psychological well-being of male students and the method is a semi-experimental research with pretest-posttest design with con More

Abstract The aim of this study was to definition the effectiveness of life skills training with Islamic approach on epistemological beliefs and psychological well-being of male students and the method is a semi-experimental research with pretest-posttest design with control group. second secondary school male students in Qom city in 2018-2019, 40 male students were selected based on the entry students available and randomly assigned in to one therapeutic group (with 20 people) and a control group (with 20 people).The data gathering tool was Schommer's epistemological beliefs (1990), Ryff psychological well-being questionnaire (1989). Also, in the experimental group, an educational package of life skills training with Islamic approach was implemented for 8 sessions of 90 minutes, however, the control group received no intervention. Data were analyzed using of spss19 and through single-variable and multivariate analysis of covariance. The findings showed that life skills training with Islamic approach have a significant effect on epistemological beliefs and only on two sub-components of it (the inherent ability of learning and learning fast) and on psychological well-being and all sub-components of it (autonomy, environmental mastery, personal growth, communication Positive affirmation with others, purposefulness in life and admission) of male students have a significant effect (p ≤0.05)Key words: life skills, Islamic approach, epistemological beliefs, psychological well-being Manuscript profile

Open Access Article

5 - The mediating role of progress motivation in the relationship between epistemological beliefs and students' philosophical thinking
soheila hossainpour farshth afkari shahede zarei

The present study was the mediating role of progress motivation in the relationship between epistemological beliefs and students' philosophical thinking, Sanandaj branch. The current research was a correlational descriptive research method in terms of its applied p More

The present study was the mediating role of progress motivation in the relationship between epistemological beliefs and students' philosophical thinking, Sanandaj branch. The current research was a correlational descriptive research method in terms of its applied purpose and in terms of the nature and method of data collection. The statistical population of this research includes all the students of Islamic Azad University, Sanandaj branch, and to determine the sample size, 396 people were used from the Georgesi and Morgan table by random sampling method. To collect the data, the standard questionnaires of Schumer's epistemological beliefs (1990), Smith's philosophical mindset (1965) and Hosseini et al.'s motivation (2017) were used, which were calculated and confirmed by Cronbach's alpha coefficient to determine their reliability. The data was analyzed using path analysis through Amos software. The results showed that epistemological beliefs have a positive and significant relationship with philosophical thinking and motivation to progress, and motivation to progress plays a mediating role in the relationship between students' epistemological beliefs and their philosophical thinking. Manuscript profile

Open Access Article

6 - The Study relation emotional intelligence and epistemological beliefs with creativity
Zahra Ghanbari Zarandi Mohammad Ghafari Majlaj Sadollah Hashemi Razini

The Purpose of present study was the study relation emotional intelligence and epistemological beliefs with creativity in high school student in Karaj city in 87-88 years. For this purpose 120 students were selected random cluster sampling method. Measuring instruments More

The Purpose of present study was the study relation emotional intelligence and epistemological beliefs with creativity in high school student in Karaj city in 87-88 years. For this purpose 120 students were selected random cluster sampling method. Measuring instruments included emotional intelligence Sibrya shering questioner, Gilford creativity Scale and epistemological beliefs questioner. For analysis data used correlation coefficient Pierson and step by step Regression. The results revealed that there is meaning positive relation between creativity and Predictive variables, the stronger relation was between self awareness and weakness' relation epistemological beliefs.  Manuscript profile

Open Access Article

7 - Model causal relationship between epistemological beliefs, motivation, approaches to learning and academic progress
Hamze Farhadi Nia Homan Rajabi Mosa Abakhti

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 epist More

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. Manuscript profile

Open Access Article

8 - Relationship between epistemological beliefs and attitude to help-seeking behaviors with academic achievement
Akbar Rezaei Leila Pashaei

The purpose of the present study was to investigate the relationship between epistemological beliefs and attitude to help-seeking behaviors with academic achievement. The statistical population of this research consists of all female high school students of Tabriz city More

The purpose of the present study was to investigate the relationship between epistemological beliefs and attitude to help-seeking behaviors with academic achievement. The statistical population of this research consists of all female high school students of Tabriz city in the educational years 2008- 2009. For this 382 students were selected as statistical samples through the random multi-stage cluster sampling method. The Questionnaires of epistemological beliefs (schommer, 1990) and help-seeking behaviors (gadampour and sarmad, 2003) were completed by these students. In this research, cumulative point’s average was used as dependent variable and the multiple regression analysis and Pierson correlation was carried out to analyze data. The results showed that: (1) Academic achievement has a negative and significant correlation with simple/absolute knowledge and fast/fixed learning epistemological beliefs and Avoidance of help-seeking, but it has a positive and meaningful correlation with Adaptive help-seeking. (2) Adaptive help-seeking has a negative and significant correlation with simple/absolute knowledge epistemological belief and Avoidance of help-seeking, but it has a positive and meaningful correlation with simple/absolute knowledge. (3) Fast/fixed learning epistemological belief were the best predictor of student academic achievement, and simple/absolute knowledge and Adaptive help-seeking ranked thereafter. Manuscript profile

Open Access Article

9 - The statistical population was 1892 people (118 gifted and 1774 normal) Using Cochran’s adjusted formula the sample size was 51 gifted and 268 normal people
Akbar Rezaei Shabnam Khodakhah

The present study has been undertaken with the purpose of studying the relationship between parenting styles and epistemological beliefs with students' academic achievement. The statistical population of this research was 21251 female high school students of Tabriz city More

The present study has been undertaken with the purpose of studying the relationship between parenting styles and epistemological beliefs with students' academic achievement. The statistical population of this research was 21251 female high school students of Tabriz city in the educational years 2008- 2009. Using Cochran’s adjusted formula 380 students were selected as the statistical samples through the multi-stage cluster sampling method. Questionnaires of epistemological beliefs (schommer, 1990), Baumrind parenting styles (1967) were used to collect the data. Students cumulative point average was used as dependent measure. Multiple regression analysis and Pearson correlation was carried out to analyze the data. The results showed that students' academic achievement has a negative and significant correlation with simple/ absolute and fast/ fixed knowledge with learning epistemological beliefs. Authoritative styles has a positive and significant correlation with simple/ absolute knowledge, but negative and meaningful correlation with and fast/ fixed learning epistemological beliefs. Dictatorship or authoritarian styles has a positive and significant correlation with Simple/ absolute knowledge and fast/ fixed learning. Permissiveness styles has a positive and significant correlation with fast/ fixed learning. Parenting styles was not correlated with academic achievement. simple/absolute knowledge and fast/fixed learning epistemological beliefs were the meaningful predictors factors of students' academic achievement. Manuscript profile

Open Access Article

10 - Modeling the Structural Relationship between Epistemological Beliefs Qualities of school life with Academic achievement of Adolescent Students
Jamal Sadeghi Hassan Asadzadeh Hassan Ahadi

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Open Access Article

11 - Investigating the Relationship between Media Literacy and Epistemological Beliefs with Technology Acceptance of Primary School Teachers in Yazd
Rooh alah Khadem nia seyed kazem alavi langaroodi ahmad zandavanian hamideh hemati

The aim of this study was to determine the role of media literacy and epistemological beliefs in technology acceptance of primary school teachers. The research method is descriptive and correlational. The statistical population of this study includes all teachers of the More

The aim of this study was to determine the role of media literacy and epistemological beliefs in technology acceptance of primary school teachers. The research method is descriptive and correlational. The statistical population of this study includes all teachers of the first and second grades of primary school in Yazd in the academic year 2020-2021, who were totally 2982 teachers; Out of this statistical population, 353 people were selected as the research sample using Cochran's formula by available sampling method. The research data collection tools consisted of three questionnaires: Davis Technology Acceptance, Potter Media Literacy and Schumer's Epistemological Beliefs. Data analysis was performed using Pearson correlation analysis, multiple regression. The findings showed that there is a positive and significant correlation between media literacy and teachers' epistemological beliefs with their technology acceptance and also 25.8% of the variance of technology acceptance by media literacy and epistemological beliefs has been predicted. In fact, the more primary school teachers enjoy media literacy and epistemological beliefs, the higher the technology acceptance. The results of this research can directly affect the acceptance of future online training courses and virtual course designers can benefit from it in a desirable way. Manuscript profile

Open Access Article

12 - Argumentativeness: The Role of Extroversion, Epistemological Beliefs and Need for Cognition
Hossein Pourshahriar Somaye Ahmadi Zahra Tanha

with the objective of defining the role of individual differences factors influencing individuals' tendency for argument, this research examined the epistemological beliefs, need for cognition and extroversion in predicting argumentativeness. Two hundred and twenty nine More

with the objective of defining the role of individual differences factors influencing individuals' tendency for argument, this research examined the epistemological beliefs, need for cognition and extroversion in predicting argumentativeness. Two hundred and twenty nine students (107 males and 122 females) were randomly selected and answered Epistemological Beliefs Inventory (Shraw, Bendixen & Dunkle ,2002), Argumentation Scale (Infante & Rancer, 1982), Need for Cognition Scale (Cacioppo, Petty & Kao, 1992) and Extroversion Subscale from Neo-Five Factors Personality Inventory (Costa & McCrae, 1984). Results demonstrated that extroversion, need for cognition and quick learning from epistemological beliefs were predictive of argumentativeness. The results and their implications were also discussed based on the theoretical framework. Manuscript profile

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