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

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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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.

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<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>

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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.

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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

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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.

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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.

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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.

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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.

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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’ motivational and epistemological beliefs, and self-regulated learning strategies were explored for solving the problem. For this, an adopted

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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.

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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.

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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

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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.

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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.

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Canpolat, A. Meliha. "The relationship between academic self-efficacy, learning styles and epistemological beliefs: A study on the students of the school of physical education and sports." Cypriot Journal of Educational Sciences 14, no. 4 (2019): 610–17. http://dx.doi.org/10.18844/cjes.v11i4.4401.

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The aim of this study is to examine the verbal and visual dominant learning styles and epistemological beliefs of the students educated in the School of Physical Education and Sports according to their academic self-efficacy influence levels. A total of 434 students (132 females and 302 males) participated in this study. The scales of Academic Self-efficacy, verbal and visual dominant learning styles and epistemological beliefs were used in the study. Hierarchical cluster analysis, k-means cluster analysis, multivariate analysis of variance and post hoc analyses were performed. Considering the

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Ji, Ruixuan, Xiaoyao Yue, and Xu Zheng. "Using PLS-SEM to Examine the Structure of First-year University Students’ Mathematics-related Beliefs." Higher Education Studies 11, no. 4 (2021): 7. http://dx.doi.org/10.5539/hes.v11n4p7.

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Many research indicated that more and more students choose to drop out of mathematics-related subjects during university study, especially in the western context. Besides the difficulty of mathematics content, first-year university students also face issues of the transition period. Identifying the impact of first-year university students&#39; belief factors on their persistence in mathematics study needed further research.  This study served as a pilot study; it structured the framework of first-year university students&rsquo; mathematics-related beliefs in relation to stu

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Ondaro, Jet Edward V., and Jose C. Dagoc Jr. "Students’ Self-Efficacy, Epistemological Beliefs and Mathematics Performance." International Journal of Research and Innovation in Social Science IX, IIIS (2025): 4577–89. https://doi.org/10.47772/ijriss.2025.903sedu0329.

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This study sought to determine the mathematics performance, the levels of self-efficacy and epistemological beliefs of the students of Notre Dame of Dadiangas University. Furthermore, it determined the association between students’ self-efficacy and epistemological beliefs and the influence they have on their mathematics performance. This is a predictive-correlational study. Results revealed that the students generally have sophisticated certainty of knowledge, stability of knowledge, structure of knowledge, speed of learning, and ability to learn beliefs, but have unsophisticated source of kn

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Bahcivan, Eralp, Nuh Yavuzalp, and Muhsin Kilic. "Investigating structural relations among university students’ self-efficacy beliefs, epistemological beliefs, and digital literacy skills." World Journal on Educational Technology: Current Issues 16, no. 3 (2024): 146–63. http://dx.doi.org/10.18844/wjet.v16i3.8996.

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This research study aimed to investigate the relationships among self-efficacy beliefs, epistemological beliefs, and digital literacy skills of university students who took courses through compulsory distance education throughout the COVID-19 pandemic. In this context, a structural equation model was proposed by reviewing the research studies in the literature. The proposed structural model was analyzed and discussed based on the literature. One thousand, six hundred and forty-four (1644) students studying in a university in Turkey voluntarily participated in the study. “Online learning self-e

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Zhao, Ke, and Yongyan Zheng. "Chinese Business English Students’ Epistemological Beliefs, Self-Regulated Strategies, and Collaboration in Project-Based Learning." Asia-Pacific Education Researcher 23, no. 2 (2013): 273–86. http://dx.doi.org/10.1007/s40299-013-0103-z.

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Kumar V, Dinesh. "Few more hidden variables which would fortify person centred approach of self-regulated learning." Canadian Medical Education Journal 10, no. 4 (2019): e111-e112. http://dx.doi.org/10.36834/cmej.68110.

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Upon reading the original article on person centred approach in self regulated learning, I felt that few more hidden variables tend to operate in the process of self-regulated learning. The motivation level of students and its regulation determines the willingness of students invested towards the process and it is imperative for the educators to gauge this process during mentoring sessions. Similarly, understanding the role of epistemological beliefs could also be considered as a pertinent role player in person centred apporach. I hope that this letter, penned from the existing literature and

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Oh Sun-A. "The analysis of epistemological beliefs, self-regulated learning and learning achievement based on the peer tutoring and individualized learning." Korean Journal of Educational Methodology Studies 26, no. 4 (2014): 791–816. http://dx.doi.org/10.17927/tkjems.2014.26.4.791.

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Ali, Rafaquat, Furrukh Bashir, Hafeez Ur Rehman, and Rashid Ahmad. "An Investigation of Pakistani University Students’ Socioeconomic Classes, Gender and Dimensions in Epistemological Beliefs: Dependencies and Interlinks probed by Structural Equation Modeling Approach." Review of Education, Administration & LAW 4, no. 3 (2021): 629–43. http://dx.doi.org/10.47067/real.v4i3.180.

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Epistemological beliefs impact all aspects of students’ academic and learning behaviours. The different dimensions of epistemological beliefs comprise structure, source, certainty, ability to learns and speed to learn. The students’ naive and inadequate epistemological beliefs can have negative impacts on their regulation of learning, self-efficacy, interest in study, academic performance and persistence in studies. Likewise, the socioeconomic background can explain various differences in students’ beliefs. Epistemological beliefs have social and cultural underpinnings as well. For these reaso

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Ali, Rafaquat, Furrukh Bashir, Hafeez Ur Rehman, and Rashid Ahmad. "An Investigation of Pakistani University Students’ Socioeconomic Classes, Gender and Dimensions in Epistemological Beliefs: Dependencies and Interlinks probed by Structural Equation Modeling Approach." Review of Education, Administration & LAW 4, no. 3 (2021): 629–43. http://dx.doi.org/10.47067/real.v4i3.180.

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Epistemological beliefs impact all aspects of students’ academic and learning behaviours. The different dimensions of epistemological beliefs comprise structure, source, certainty, ability to learns and speed to learn. The students’ naive and inadequate epistemological beliefs can have negative impacts on their regulation of learning, self-efficacy, interest in study, academic performance and persistence in studies. Likewise, the socioeconomic background can explain various differences in students’ beliefs. Epistemological beliefs have social and cultural underpinnings as well. For these reaso

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Duran, Volkan, and Hüseyin Mertol. "Investigation of the Core Beliefs of the Teacher Candidates through Artificial Neural Networks." Acta Educationis Generalis 10, no. 2 (2020): 52–77. http://dx.doi.org/10.2478/atd-2020-0010.

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AbstractIntroduction:The research aims to investigate the relationship between pedagogical beliefs, epistemological beliefs of teacher candidates as well as their beliefs toward learning.Methods:The study is a quantitative study based on a correlational survey model. Analysis of the data was done through artificial neural networks. The sample consists of fourth-grade students (teacher candidates) in social studies education in Süleyman Demirel University.Results:In this study, it is found that beliefs toward learning are effective regarding pedagogical beliefs, epistemological beliefs.Discussi

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Bibi, Aisha, Wajeeha Aurangzeb, Farkhanda Tabassum, and Mushtaq Ahmad. "Modelling the relationship among calculus scholars’ beliefs, critical thinking, elaboration, and problem-solving." International Electronic Journal of Mathematics Education 20, no. 1 (2025): em0808. https://doi.org/10.29333/iejme/15737.

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The aim of this research was to establish a structural relation among calculus scholars’ beliefs, self-regulated learning (SRL) strategies, and problem-solving skills related to differential equations (DEs). To identify the relationships between different variables and their impact on DE problem-solving, a correlational study design with an a priori model was established. Three questionnaires were utilized to measure the epistemological and useful mathematics beliefs and SRL of 430 higher secondary school students. Additionally, an evaluation test consisting of five DE tasks was administered.

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McGuinness, Carol. "What constitutes good learning and teaching in higher education? Views from staff development handbooks." Psychology Teaching Review 6, no. 1 (1997): 14–22. http://dx.doi.org/10.53841/bpsptr.1997.6.1.14.

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From the viewpoint of a cognitive psychologist, this paper analyses models of learning and teaching which are evident in current staff development handbooks. Several consistent views emerge with regard to student learning, e.g., an emphasis on active learning, a distinction between deep and surface approaches to learning, learning by doing and becoming self-regulated learners. Learning outcomes are stated largely in generic terms and are underspecified in terms of disciplinary knowledge, thinking skills and/or epistemological beliefs. Only very general relationships between teaching method and

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Πολυχρόνη, Φωτεινή. "Επιστημολογικές πεποιθήσεις: Διερεύνηση της δομής και της σχέσης τους με τη σχολική επίδοση σε μαθητές Λυκείου". Psychology: the Journal of the Hellenic Psychological Society 16, № 4 (2020): 321. http://dx.doi.org/10.12681/psy_hps.23820.

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The term epistemological beliefs (EBs) refers to the nature of students’ beliefsof knowledge and learning, these are related to the learning process through their effect on academic performance, motivation and self-regulation. Schommer has argued that the concept is multidimensional and consists of four distinct dimensions, the structure of knowledge, the stability of knowledge, the ability of learning and the speed of learning. The aim of the present study is to explore the structure of epistemic beliefs in a Greek sample, according to the theoretical model of Schommer, and how these beliefs

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Bråten, Ivar, and Helge I. Strømsø. "The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students." British Journal of Educational Psychology 75, no. 4 (2005): 539–65. http://dx.doi.org/10.1348/000709905x25067.

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Paulsen, Michael B., and Kenneth A. Feldman. "The Conditional and Interaction Effects of Epistemological Beliefs on the Self-Regulated Learning of College Students: Motivational Strategies." Research in Higher Education 46, no. 7 (2005): 731–68. http://dx.doi.org/10.1007/s11162-004-6224-8.

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Panergayo, Albert Andry E. "Self-efficacy, Epistemological Beliefs, and Academic Performance in Physics: A Mediation Analysis." Philippine Social Science Journal 6, no. 2 (2023): 46–52. http://dx.doi.org/10.52006/main.v6i2.749.

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Self-efficacy and epistemological beliefs are focal figures in enhancing academic performance in learning Physics. This paper investigates the mediating role of epistemological beliefs about physical science (EBAPS) on the effect of Physics self-efficacy (PSE) on academic performance in Physics (APP) of 456 grade 12 senior high school students enrolled in Science, Technology, Engineering, and Mathematics (STEM) track. A correlational research design was used to analyze, interpret, and propose a statistical model predicting the APP based on the empirical data gathered. The adapted research inst

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Ali, Nagla, Othman Abu Khurma, Ernest Afari, and Myint Swe Khine. "The influence of learning environment to students' non-cognitive outcomes: Looking through the PISA lens." Eurasia Journal of Mathematics, Science and Technology Education 19, no. 3 (2023): em2233. http://dx.doi.org/10.29333/ejmste/12967.

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To examine the relationship between students’ perceptions and their non-cognitive outcomes, this research uses secondary analysis of PISA data from 14,167 students in the United Arab Emirates. Seven factors of learning environment were identified after reviewing the literature. The findings reveal that six factors of the learning environments had a statistically significant association with epistemological beliefs. It was also found that three aspects of learning environments had a statistically significant association with self-efficacy. The results indicate that the three aspects of learning

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Oh Sun-A and 이순덕. "The Effects of Pre-service Teachers' Epistemological Beliefs and Self Regulated Learning on well-structured and ill-structured Problem Solving." Journal of Korean Teacher Education 30, no. 3 (2013): 75–99. http://dx.doi.org/10.24211/tjkte.2013.30.3.75.

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Paulsen, Michael B., and Kenneth A. Feldman. "THE CONDITIONAL AND INTERACTION EFFECTS OF EPISTEMOLOGICAL BELIEFS ON THE SELF-REGULATED LEARNING OF COLLEGE STUDENTS: Cognitive and Behavioral Strategies." Research in Higher Education 48, no. 3 (2006): 353–401. http://dx.doi.org/10.1007/s11162-006-9029-0.

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BrÅten, Ivar, Helge I. StrØmsØ, and Marit S. Samuelstuen. "The Relationship between Internet-Specific Epistemological Beliefs and Learning within Internet Technologies." Journal of Educational Computing Research 33, no. 2 (2005): 141–71. http://dx.doi.org/10.2190/e763-x0ln-6nmf-cb86.

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In a sample of 157 Norwegian political science undergraduates, two dimensions of epistemological beliefs concerning Internet-based knowledge and knowing were identified through factor analysis. The first dimension, general Internet epistemology, ranged from the integrated view that the Internet is an essential source of true, specific facts to doubt about the Internet as a good source of true, factual knowledge. The other dimension, justification for knowing, ranged from the view that Internet-based knowledge claims can be accepted without critical evaluation to the view that knowledge claims

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Akpınar, Dilara, and Sema Altun Yalçın. "Exploring the Effect of STEM Education on the Motivations and Epistemological Beliefs Related to Science Among Talented and Gifted Students." OPEN JOURNAL FOR EDUCATIONAL RESEARCH 5, no. 2 (2021): 317–32. http://dx.doi.org/10.32591/coas.ojer.0502.14317y.

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The research is aimed to explore the effect of STEM education on the motivations and epistemological beliefs related to science among talented and gifted students. A mixed research method was employed in collecting the data of the research. The sample of the research consisted of 20 5th and 6th grade students who were diagnosed to be talented. Before the activities, the Epistemological Beliefs Questionnaire and the Motivation Scale for Science Learning were applied to the students. The reflective journals were asked to fill in reflective journals after each activity and individual interviews w

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Lee, May, Cormac J. K. Larkin, and Steven Hoekstra. "Impacts of Problem-Based Instruction on Students’ Beliefs about Physics and Learning Physics." Education Sciences 13, no. 3 (2023): 321. http://dx.doi.org/10.3390/educsci13030321.

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To help prepare students to address future challenges in Science, Technology, Engineering, and Mathematics (STEM), they need to develop 21st-century skills. These skills are mediated by their beliefs about the nature of scientific knowledge and practices, or epistemological beliefs. One approach shown to support students’ development of these beliefs and skills is problem-based instruction (PBI), which encourages collaborative self-directed learning while working on open-ended problems. We used a mixed-method qualitative approach to examine how implementing PBI in a physics course taught at a

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Choi, Jungsoon, and Eun Ah Park. "Epistemological Beliefs and Self-Directedness in Learning of South Korean Middle School Students." Asia-Pacific Education Researcher 22, no. 4 (2013): 541–48. http://dx.doi.org/10.1007/s40299-012-0052-y.

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Weinberg, Frankie J., Jay P. Mulki, and Melenie J. Lankau. "The impact of effort-oriented epistemological beliefs on mentoring support." Journal of Workplace Learning 27, no. 5 (2015): 345–65. http://dx.doi.org/10.1108/jwl-12-2013-0111.

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Purpose – The purpose of this paper is to examine the role of mentor beliefs about effort related to the knowledge and learning process on their extent of mentoring at work, and to determine the role that the mentor’s perception of psychological safety plays in tempering this relationship. Design/methodology/approach – This study was conducted at an 820-member organization maintenance and operations organization consisting of a number of professions in which apprenticeship-style learning is prevalent. Data collection resulted in 570 members self-identifying as having mentored a less experience

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Graham, Steve, Kimberly Wolbers, Hannah Dostal, and Leala Holcomb. "Does Teacher Self-Efficacy Predict Writing Practices of Teachers of Deaf and Hard of Hearing Students?" Journal of Deaf Studies and Deaf Education 26, no. 3 (2021): 438–50. http://dx.doi.org/10.1093/deafed/enab012.

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Abstract Forty-four elementary grade teachers of deaf and hard of hearing students were surveyed about how they taught writing and their beliefs about writing. Beliefs about writing included their self-efficacy to teach writing, attitude toward writing, and epistemological beliefs about writing. These teachers from fifteen different states in the United States slightly agreed that they were efficacious writing teachers and they were slightly positive about their writing. They slightly agreed that learning to write involves effort and process, moderately disagreed that writing development is in

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Thurm, Daniel, and Bärbel Barzel. "Effects of a professional development program for teaching mathematics with technology on teachers’ beliefs, self-efficacy and practices." ZDM 52, no. 7 (2020): 1411–22. http://dx.doi.org/10.1007/s11858-020-01158-6.

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Abstract Digital technologies such as multi-representational tools have the potential to enhance the learning of mathematics. In light of this potential, there is a ubiquitous call to integrate such tools into mathematics teaching. However, these technologies are still underused. Teaching with technology is not an easy task and teacher competencies such as knowledge and beliefs are a decisive factor. Therefore, professional development is important to professionalize teachers and support them in using technology in meaningful ways. Despite this need, little is known about the efficacy of profe

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YÜCE, Gözde, Funda EKİCİ, Hüseyin AKKUŞ, and Basri ATASOY. "Investigation of the Effects of Pre-Service Teachers' Socio-Economic Statuses and Personality Traits on Their Motivations." Participatory Educational Research 9, no. 6 (2022): 312–34. http://dx.doi.org/10.17275/per.22.141.9.6.

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Although self-regulated learning (SRL) in education is more often associated with student learning, recently it has been emphasized that teachers should be self-regulated individuals, as well. In this study focusing on motivation, one of the sub-dimensions of SRL, predictive power of socio-economic statuses and personality traits of pre-service teachers on their motivations was determined with hierarchical regression analysis. This study was conducted with survey model, which is one of the quantitative research methods. The study enrolled 712 pre-service teachers studying at various department

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Hoskins, Sally G., David Lopatto, and Leslie M. Stevens. "The C.R.E.A.T.E. Approach to Primary Literature Shifts Undergraduates’ Self-Assessed Ability to Read and Analyze Journal Articles, Attitudes about Science, and Epistemological Beliefs." CBE—Life Sciences Education 10, no. 4 (2011): 368–78. http://dx.doi.org/10.1187/cbe.11-03-0027.

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The C.R.E.A.T.E. (Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment) method uses intensive analysis of primary literature in the undergraduate classroom to demystify and humanize science. We have reported previously that the method improves students’ critical thinking and content integration abilities, while at the same time enhancing their self-reported understanding of “who does science, and why.” We report here the results of an assessment that addressed C.R.E.A.T.E. students’ attitudes about the nature of science, beliefs about learning, and con

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Hallam, Susan. "Transitions and the development of expertise: Update 2021." Vernon Wall Lecture 1, anniversaryedition (2022): 20–33. http://dx.doi.org/10.53841/bpsvern.2022.1.anniversaryedition.20.

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Recent research relating to the development of expertise has tended to focus on very high level expertise or the many factors which are important in its development. In formal educational contexts the model of domain learning is particularly relevant for understanding learning. Conceptual change research has evolved from a focus on misconceptions to exploring issues related to professional development. Research on epistemological beliefs, metacognition, self-regulation, and beliefs about the nature of intelligence has clarified several issues. Change between learning environments continues to

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Gottesman, Alan J., and Sally G. Hoskins. "CREATE Cornerstone: Introduction to Scientific Thinking, a New Course for STEM-Interested Freshmen, Demystifies Scientific Thinking through Analysis of Scientific Literature." CBE—Life Sciences Education 12, no. 1 (2013): 59–72. http://dx.doi.org/10.1187/cbe.12-11-0201.

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The Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment (CREATE) strategy for teaching and learning uses intensive analysis of primary literature to improve students’ critical-thinking and content integration abilities, as well as their self-rated science attitudes, understanding, and confidence. CREATE also supports maturation of undergraduates’ epistemological beliefs about science. This approach, originally tested with upper-level students, has been adapted in Introduction to Scientific Thinking, a new course for freshmen. Results from this course'

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Landberg, Monique, and Torsten Porsch. "Learner Identity and Lifelong Learning: A Mixed-Method Study." European Journal of Education and Pedagogy 3, no. 3 (2022): 59–68. http://dx.doi.org/10.24018/ejedu.2022.3.3.305.

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Learning is on the one side happing every day. On the other side, adult participation in (formal and non-formal) learning is low, especially in Germany and for certain subgroups (e.g., with low educational attainment). It is well known that with the acquisition of knowledge over a lifetime many positive findings are associated. Hence, we propose that measuring learner identity might be a helpful construct for predicting and influencing lifelong learning. However, measurement options for learner identity are sparse. Hence, the present paper tries to adapt and validate a scale to measure learner

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Kapucu, Serkan, and Eralp Bahçivan. "High school students’ scientific epistemological beliefs, self-efficacy in learning physics and attitudes toward physics: a structural equation model." Research in Science & Technological Education 33, no. 2 (2015): 252–67. http://dx.doi.org/10.1080/02635143.2015.1039976.

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Forrest, Sandra. "Can CPD enhance student-centred teaching and encourage explicit instruction of International Baccalaureate Approaches to Learning skills? A qualitative formative assessment and summative evaluation of an IB school’s in-house CPD programme." Journal of Research in International Education 17, no. 3 (2018): 262–85. http://dx.doi.org/10.1177/1475240918816401.

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This study aimed to involve International Baccalaureate (IB) teachers in formative assessment and summative evaluation of a continuing professional development (CPD) programme designed to facilitate a student-centred, process-focused approach in which the ‘Approaches to Learning’ (ATL) element of the IB curriculum takes a central role. Given its emphasis on participants’ collective perspectives, focus groups were selected as the data collection method. Respondents were twelve teachers with diverse backgrounds and experience, from different school departments, with varying teaching styles, epis

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YILDIRIM, Şeyma, and Adnan BİÇER. "THE EFFECT OF EPISTEMOLOGICAL BELIEFS ON THE TEACHING-LEARNING CONCEPTIONS AND SENSE OF SELF-EFFICACY OF IN-SERVICE EFL TEACHERS." International Journal of Language Academy 44, no. 44 (2023): 225–48. http://dx.doi.org/10.29228/ijla.67327.

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Pamuk, Savas, Semra Sungur, and Ceren Oztekin. "A Multilevel Analysis of Students’ Science Achievements in Relation to their Self-Regulation, Epistemological Beliefs, Learning Environment Perceptions, and Teachers’ Personal Characteristics." International Journal of Science and Mathematics Education 15, no. 8 (2016): 1423–40. http://dx.doi.org/10.1007/s10763-016-9761-7.

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Shokooh, Foroozan, Rezvan Rajabzadeh, Seyed Hamid Hosseini, et al. "The Investigation on the Relations between Epistemological Beliefs and Self-Regulating Learning Strategies among Students in North Khorasan University of Medical Sciences in 2017." Journal of North Khorasan University of Medical Sciences 11, no. 3 (2019): 78–86. http://dx.doi.org/10.52547/nkums.11.3.78.

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Kenyon, Kristy L., Morgan E. Onorato, Alan J. Gottesman, Jamila Hoque, and Sally G. Hoskins. "Testing CREATE at Community Colleges: An Examination of Faculty Perspectives and Diverse Student Gains." CBE—Life Sciences Education 15, no. 1 (2016): ar8. http://dx.doi.org/10.1187/cbe.15-07-0146.

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CREATE (Consider, Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) is an innovative pedagogy for teaching science through the intensive analysis of scientific literature. Initiated at the City College of New York, a minority-serving institution, and regionally expanded in the New York/New Jersey/Pennsylvania area, this methodology has had multiple positive impacts on faculty and students in science, technology, engineering, and mathematics courses. To determine whether the CREATE strategy is effective at the community college (2-yr) level, we pr

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Athanasiadou, Virginia, Eleni Lekka, and Georgios Pilafas. "Student Transition in Higher Education in Western Counties Revisited: Addressing and Mediating Challenges, A Holistic Approach." Galore International Journal of Applied Sciences and Humanities 8, no. 2 (2024): 1–11. http://dx.doi.org/10.52403/gijash.20240201.

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Transitioning into Higher Education (HE) is the process whereby students take the plunge into the unfamiliar and engage in an entirely different context which triggers an array of concurrent changes, environmental, social, academic even financial. Transition is a matter of real importance to both individuals and institutions as unsuccessful transition means higher drop-out rates –currently averaging 40%. The paper first explores the theoretical underpinnings through the models of Tinto (1975)- linear perspective with emphasis on social assimilation, Nicholson (1990) - four-stage cyclical conce

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Yamauchi, Hirotsugu, and Kiho Tanaka. "Relations of Autonomy, Self-Referenced Beliefs, and Self-Regulated Learning among Japanese Children." Psychological Reports 82, no. 3 (1998): 803–16. http://dx.doi.org/10.2466/pr0.1998.82.3.803.

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This study was designed to investigate relations among autonomy, self-referenced beliefs, and self-regulated learning for 356 elementary school children (180 boys and 176 girls) from Grades 5 and 6. They were asked to complete a questionnaire designed to measure four types of motivation, self-esteem, strategy beliefs, capacity beliefs, control beliefs, and values, three types of goal orientations, and three types of learning strategies. Four types of motivation (external, introjected, identified, and intrinsic regulations) were shown to conform to a simplex structure or ordered correlational s

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El-Adl, Adel, and Hussain Alkharusi. "Relationships between self-regulated learning strategies, learning motivation and mathematics achievement." Cypriot Journal of Educational Sciences 15, no. 1 (2020): 104–11. http://dx.doi.org/10.18844/cjes.v15i1.4461.

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This study aimed at examining the relationships of self-regulated learning strategies with students’ learning motivation and academic achievement in mathematics. The study employed a descriptive research design. The participants were 238 ninth grade students in the Sultanate of Oman. The Motivated Strategies for Learning Questionnaire was used to assess the participants’ use of self-regulated learning strategies and motivation. Academic achievement was reflected by the total score obtained in mathematics. Results revealed statistically positive relationships of self-regulated learning with int

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