Relevant bibliographies by topics / Epistemological beliefs and self-regulated learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Epistemological beliefs and self-regulated learning'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Epistemological beliefs and self-regulated learning.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Epistemological beliefs and self-regulated learning"

1

Ghufron, M. Nur, and Rini Risnawita Suminta. "Hubungan Antara Kepercayaan Epistemologis Dengan Belajar Berbasis Regulasi Diri." Jurnal Psikologi Insight 1, no. 1 (2017): 40–54. https://doi.org/10.5281/zenodo.824610.

Full text
Abstract:
<em>The aim of the study was to determine the relationship between epistemological beliefs and self-regulated learning. The respondent of this study were (N=98) students of elementary Islamic teaching program in Islamic State College in Kudus, that completed questionnaires to measure they epistemological beliefs and self-regulated learning. The results of the study showed that there was a negative significant relationship between epistemological beliefs and self-regulated learning.</em>
APA, Harvard, Vancouver, ISO, and other styles
2

Jiang, Ying Hong, Jia Wang, Patricia Bonner, and Jenny Yau. "A Cross-Cultural Study of Relationships between Epistemological Beliefs and Self-Regulated Learning Strategies." Electronic Journal of Research in Education Psychology 19, no. 54 (2021): 369–92. http://dx.doi.org/10.25115/ejrep.v19i54.3896.

Full text
Abstract:
Introduction. Prior research consistently provides evidence supporting potential relationships between epistemological beliefs and learning. The current study examines the relationship between epistemological beliefs, academic motivation, and self-regulated learning strategies among different ethnic groups of American adolescents. Method. This quantitative study utilized a correlational design to examine the relationship between epistemological beliefs and self-regulated learning strategies in adolescents attending middle school. A total of 364 middle school students (6th to 8th grade) from So
APA, Harvard, Vancouver, ISO, and other styles
3

Pieschl, Stephanie, Elmar Stahl, and Rainer Bromme. "Epistemological beliefs and self-regulated learning with hypertext." Metacognition and Learning 3, no. 1 (2007): 17–37. http://dx.doi.org/10.1007/s11409-007-9008-7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Aksan, Nilgun. "A descriptive study: epistemological beliefs and self regulated learning." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 896–901. http://dx.doi.org/10.1016/j.sbspro.2009.01.159.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Richter, Tobias, and Sebastian Schmid. "Epistemological beliefs and epistemic strategies in self-regulated learning." Metacognition and Learning 5, no. 1 (2009): 47–65. http://dx.doi.org/10.1007/s11409-009-9038-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

DR., AISHA BIBI Assistant Professor. "Problem-Solving Based Learning in STEM Education: Role of Epistemological and Motivational Beliefs Along with Self-Regulated Learning Strategies." International Journal of Academic Research for Humanities 4, no. 2 (2024): 106–15. https://doi.org/10.5281/zenodo.11526900.

Full text
Abstract:
Problem-solving has a prominent role in STEM education. Several graphical and numerical-based approaches are being used for the integration of problem-solving with STEM education. Apart from these, several efforts were also carried out to integrate epistemological and motivational belief systems along with self-regulated learning strategies as contributing factors for STEM-based problem-solving. In the current study, the potential roles of students&rsquo; motivational and epistemological beliefs, and self-regulated learning strategies were explored for solving the problem. For this, an adopted
APA, Harvard, Vancouver, ISO, and other styles
7

Rhee, Jung Ae, Eun Kyung Chung, Sun A. Oh, Yung Hong Baik, and Young Jong Woo. "Changes of Epistemological Beliefs and Self-regulated Learning in Problem-based Learning." Korean Journal of Medical Education 21, no. 2 (2009): 153–61. http://dx.doi.org/10.3946/kjme.2009.21.2.153.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Ghufron, M. Nur, and Rini Risnawita Suminta. "HUBUNGAN ANTARA KEPERCAYAAN EPISTEMOLOGIS DENGAN BELAJAR BERDASAR REGULASI DIRI." JURNAL PSIKOLOGI INSIGHT 1, no. 1 (2017): 40–54. http://dx.doi.org/10.17509/insight.v1i1.8443.

Full text
Abstract:
The aim of the study was to determine the relationship between epistemological beliefs and self-regulated learning. The respondent of this study were 105 students of elementary Islamic teaching program in Islamic State College in Kudus, that completed questionnaires to measure they epistemological beliefs and self-regulated learning. The results of the study showed that there was a negative significant relationship between epistemological beliefs and selfregulated learning.AbstrakPenelitian ini bertujuan untuk mengetahui hubungan antara kepercayaan epistemologis dengan belajar berdasar regulas
APA, Harvard, Vancouver, ISO, and other styles
9

Savoji, Azar Pakdaman, Beheshteh Niusha, and Leila Boreiri. "Relationship Between Epistemological Beliefs, Self-regulated Learning Strategies and Academic Achievement." Procedia - Social and Behavioral Sciences 84 (July 2013): 1160–65. http://dx.doi.org/10.1016/j.sbspro.2013.06.719.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Metallidou, Panayiota. "Epistemological beliefs as predictors of self-regulated learning strategies in middle school students." School Psychology International 34, no. 3 (2012): 283–98. http://dx.doi.org/10.1177/0143034312455857.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Epistemological beliefs and self-regulated learning"

1

Becker, Lana L. "Self-Regulated Learning in an Introductory Undergraduate Accounting Course." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1337.

Full text
Abstract:
Self-regulated learning skills have been shown to positively impact academic achievement in educational settings. This same set of skills becomes critically important as graduates enter today‟s dynamic work environment. That environment increasingly requires accountants and other professionals to be lifelong learners. This study is a response to the call of the Accounting Education Change Commission (AECC) to make "learning to learn" a priority in the accounting classroom. This study used a quantitative, quasi-experimental design within the context of a beginning accounting course. The cour
APA, Harvard, Vancouver, ISO, and other styles
2

Boden, Carrie J. "An exploratory study of the relationship between epistemological beliefs and self-directed learning readiness." Diss., Manhattan, Kan. : Kansas State University, 2005. http://hdl.handle.net/2097/76.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ozkan, Sule. "Modeling Elementary Students." Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12610168/index.pdf.

Full text
Abstract:
This study aimed to explore the relationships between elementary students&rsquo<br>epistemological beliefs, learning approaches, self-regulated learning strategies, and their science achievement. In this investigation, a model of the potential associations among these variables was proposed and tested by using structural equation modeling. It was hypothesized that (a) students&rsquo<br>epistemological beliefs would directly influence their learning approaches, self-regulated learning strategies, and science achievement, (b) students&rsquo<br>adopted learning approaches and their use of self-re
APA, Harvard, Vancouver, ISO, and other styles
4

Hardie, Julie Christine. "New Opportunities or difficult challenges? Self-regulation of learning in Chinese students in a western university setting." Thesis, University of Canterbury. UCTL - University Centre for Teaching & Learning, 2009. http://hdl.handle.net/10092/3392.

Full text
Abstract:
International students often desire to study overseas and many countries, including New Zealand, welcome them into their schools and universities. Students from Mainland China, one of the most populous countries in the world and, until quite recently closed to the rest of the world, have, in the past few years, made up the large majority of those who come to New Zealand to study. Those wishing to enter university after completing high school in China must acquire a specified level of English and successfully complete a two semester long Foundation Studies course, before being eligible for unde
APA, Harvard, Vancouver, ISO, and other styles
5

May, David B. "How Are Learning Physics And Student Beliefs About Learning Physics Connected? Measuring Epistemological Self-Reflection In An Introductory Course And Investigating Its Relationship To Conceptual Learning." Columbus, Ohio : Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1030034022.

Full text
Abstract:
Thesis (Ph. D.)--Ohio State University, 2002.<br>Title from first page of PDF file. Document formatted into pages; contains xv, 193 p. Includes abstract and vita. Advisor: Gordon J. Aubrecht, Dept. of Physics. Includes bibliographical references (p. 187-193).
APA, Harvard, Vancouver, ISO, and other styles
6

Ongito, Ongoro J. "Transformative Learning within the Online Learning Environment: The Impact of Learners' Gender, Epistemological and Self-Efficacy Beliefs on Generation of Knowledge in Online Discussion Forums." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1339044363.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Caliskan, Sevilay Ilmiye. "The Effect Of Inquiry-based Chemistry Course On Students." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605469/index.pdf.

Full text
Abstract:
The purpose of this study was to explore the effects of inquiry-based high school chemistry course and gender differences with respect to students&rsquo<br>understanding of atom concept, learning approaches, motivational goals, self-efficacy, and epistemological beliefs. In this study, 47 ninth grade students from classes of a chemistry course were taught by the same teacher in Private Y&uuml<br>ce Science High School in the 2003-2004-spring semester were enrolled. There were two groups in the study. Two instruction methods used in this study were randomly assigned to each group. The exper
APA, Harvard, Vancouver, ISO, and other styles
8

Ergoz, Gulnur. "Investigation Of Self-regulated Learning And Motivational Beliefs In Mathematics Achievement." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12609752/index.pdf.

Full text
Abstract:
The purposes of this study are to investigate how mathematics achievement can be explained in terms of motivational beliefs (intrinsic goal orientation, extrinsic goal orientation, task value, control and learning beliefs, self efficacy for learning and performance and test anxiety), self-regulated learning components (cognitive strategy use and self-regulation), gender and school types and to determine the differences between two gender (girls and boys) and two school types (public schools and private schools) with respect to the variables above in the subject domain of mathematics. The study
APA, Harvard, Vancouver, ISO, and other styles
9

Wang, Chuang. "Self-regulated learning strategies and self-efficacy beliefs of children learning English as a second language." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1091546670.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Dix, Alice Catharine. "Teachers' beliefs and practices about self-regulated learning in secondary mathematics classrooms." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0041201.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Epistemological beliefs and self-regulated learning"

1

Boor, Ilja, Debby Gerritsen, Linda Greef, and Jessica Rodermans. Meaningful Assessment in Interdisciplinary Education. Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463729048.

Full text
Abstract:
Today’s university lecturers are faced with the challenge of educating students to see beyond the limits of their own discipline and to come up with innovative solutions to societal challenges. Many lecturers would like to put more emphasis on teaching students how to integrate diverse forms of knowledge, work together in teams, critically reflect and become self-regulated learners. These lecturers are breaking down the silos of scientific disciplines as well as the barriers between academia and society and responding to the changing role of universities in society. Just as teaching and learni
APA, Harvard, Vancouver, ISO, and other styles
2

Soderstrom, Nicholas C., Carole L. Yue, and Elizabeth Ligon Bjork. Metamemory and Education. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.6.

Full text
Abstract:
Metamemory refers to one’s knowledge and understanding of how learning and memory operate, as well as the interplay between the monitoring and controlling of one’s own memory and learning. This chapter reviews and evaluates the current state of metamemory research—basic, applied, and survey—with respect to its educational implications. Among the relevant aspects of metamemory discussed are the growing number of findings that, although people’s beliefs and ongoing assessments of their own learning can be sometimes quite accurate, they can also be very much at odds with their actual learning and
APA, Harvard, Vancouver, ISO, and other styles

Book chapters on the topic "Epistemological beliefs and self-regulated learning"

1

Pieschl, Stephanie, Elmar Stahl, and Rainer Bromme. "Adaptation to Context as Core Component of Self-Regulated Learning: The Example of Complexity and Epistemic Beliefs." In International Handbook of Metacognition and Learning Technologies. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-5546-3_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Berger, Jean-Louis. "Motivational Beliefs, Metacognition, and Self-Regulated Learning: Investigating the Learning Triumvirate with Stuart Karabenick 1." In Advances in Motivation and Achievement. Emerald Publishing Limited, 2023. http://dx.doi.org/10.1108/s0749-742320230000022014.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Cielavin, Sandra Regina, and Adriana N. A. Mendes. "Choral music teaching and the use of a Learning Management System in aspects of self-regulation." In Teaching and learning projects in Arts and Humanities. Adaya Press, 2023. http://dx.doi.org/10.58909/ad23474798.

Full text
Abstract:
This work aims to address aspects of choral music teaching through a Learning Management System (LMS) based on the principles of self-regulation. Self-regulation is a concept that involves elements related to motivational beliefs and the students’ learning process. A survey was carried out in order to describe resources and activities that could be applied in LMS environments considering choral music and self-regulated learning. As a result, it is expected that the use of LMS in choral singing from the concepts of self-regulation of learning may contribute to the development and motivation of
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Epistemological beliefs and self-regulated learning"

1

Cazan, Anamaria. "SELF-REGULATED LEARNING AND ACADEMIC ACHIEVEMENT IN THE CONTEXT OF ONLINE LEARNING ENVIRONMENTS." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-153.

Full text
Abstract:
Online learning is student-centered. The online learning environment demands learner-centeredness and self-regulation. The ability of utilizing self-regulatory skills, to set up learning goals, to monitor their learning progress, to seek help when needed and to manage the time are important characteristics of online learners. Recent studies also revealed the effect of self-regulation on student achievement and performance, showing that self-regulated learning is positively related to achievement in online settings. The present study aims to investigate the associations between self-regulated l
APA, Harvard, Vancouver, ISO, and other styles
2

Morphew, Jason. "Learning Is Quick: Evidence for the Impact of Learning Beliefs on Self-Regulated Learning." In AERA 2023. AERA, 2023. http://dx.doi.org/10.3102/ip.23.2013031.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Lončarić, Darko, and Rosanda Pahljina-Reinić. "BELIEFS ABOUT SELF-REGULATED LEARNING, GOAL ORIENTATIONS AND SELF-EFFICACY IN TEACHING FOR CREATIVITY." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.1872.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Shih, Hui-Ru, Wei Zheng, Pao-Chiang Yuan, and Richterica Tukiya Ford. "Development of Self Regulation Skills and Academic Self-Efficacy Beliefs." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50343.

Full text
Abstract:
In engineering and technology education, increasing concerns about student retention have led educators to pursue possible explanations for students’ academic successes and failures. Educators need to maintain students’ learning interest and motivation and increase their self-efficacy and learning persistence. Self-Regulated Learning (SRL) is a specific form of learning. “Self-regulated” describes a process of taking control of and evaluating one’s own learning and behavior. SRL is guided by meta-cognition, strategic action, and motivation to learn. With SRL, students can evaluate their study
APA, Harvard, Vancouver, ISO, and other styles
5

Linde, Inga, Edīte Sarva, and Linda Daniela. "Teachers’ Beliefs and Preferred Approaches to Address Self-Regulated Learning Development for Their Students." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.38.

Full text
Abstract:
The term “self-regulated learning” (SRL) has been introduced in the system of education in Latvia comparatively recently with the introduction of the new competency-based curriculum in 2016, therefore, the aim of the study is to explore teachers’ understanding and beliefs of the concept of self-regulated learning. Consequently, three research questions were posed: how teachers evaluate their SRL skills, what teachers understand by “self-regulated learning” and what teachers’ most commonly offered activities for developing students’ self-regulated learning skills are. The study consisted of sev
APA, Harvard, Vancouver, ISO, and other styles
6

Morphew, Jason. "Learning Is Quick: Evidence for the Impact of Learning Beliefs on Self-Regulated Learning (Poster 43)." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2013031.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Bai, Barry. "Relations Between Hong Kong Students' Motivational Beliefs, Self-Regulated Learning Strategy Use, and English Writing Achievement." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1683918.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Follmer, D. Jake. "First-Generation Student Pathways to Persistence and Degree Attainment: The Roles of Deeper Learning and Self-Regulated Learning Beliefs." In AERA 2024. AERA, 2024. http://dx.doi.org/10.3102/ip.24.2141970.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Kramarski, Bracha. "Coping With Teachers' Obstacles Regarding Self-Regulated Learning Beliefs and Practices: Implications for Unique Program-Based Simulations." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1685466.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Follmer, D. Jake. "Profiles of First-Generation Students’ Self-Regulated Learning Beliefs and Effects on Postsecondary Persistence and Degree Attainment (Poster 32)." In AERA 2024. AERA, 2024. http://dx.doi.org/10.3102/ip.24.2093678.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Epistemological beliefs and self-regulated learning' for particular source types:
Journal articles Dissertations / Theses
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography