Relationship Between Epistemological Beliefs, Self-regulated Learning Strategies and Academic Achievement

Savoji, Azar Pakdaman; Niusha, Beheshteh; Boreiri, Leila

doi:10.1016/j.sbspro.2013.06.719

Cited by 12 publications

(11 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Based on the results of the present study, there was a significant positive correlation between meta-cognitive learning strategies and academic performance; it means that as the metacognitive learning strategies are strengthened in students, their academic performance improves as well. This finding is consistent with the results of numerous studies that have shown metacognitive learning strategies are among the most important predictors of students' academic achievement (1,12,28,(35)(36)(37)(38). Accordingly, it can be admitted that students who use metacognitive strategies more effectively, have better planning for their studies, more effective evaluation and monitoring of their learning and greater understanding of the subject.…”

Section: Discussionsupporting

confidence: 90%

Correlation of Motivational Beliefs and Cognitive and Metacognitive Strategies with Academic Achievement of Students of Shiraz University of Medical Sciences

Gharghani

Hayat

2019

Strides Dev Med Educ

View full text Add to dashboard Cite

Background: Success and academic achievement are among the most important goals of both students and educational systems. Researchers have examined the impact of different factors such as intelligence, personality, attitude, study habits, thinking skills and academic motivation on students' academic performance. Objectives: The purpose of this study was to investigate the relationship of motivational beliefs and cognitive and metacognitive strategies with students' academic achievement. Methods: In this descriptive-analytic cross-sectional study, the statistical population included all medical and health students of Shiraz University of Medical Sciences (1405 students), 250 of whom were selected according to the Levy and Lemeshow's formula. After estimating the sample size, the stratified random sampling method was used. To collect data, Pintrich and de Groot's motivated strategies for learning questionnaire (MSLQ) was employed. Data were analyzed using descriptive statistics, Pearson's correlation and independent t-test. Results: Among the components of cognitive learning strategies, comprehension (r = 0.1266, P < 0.10), and among the components of metacognitive learning strategies, the regulation component (r = 0.049, P < 0.05) had a significant positive correlation with academic performance. Among the components of motivational beliefs, the self-efficacy component (r = 0.173, P < 0.10) showed a significant positive correlation with academic performance. Based on the results of multiple regression analysis, only metacognitive learning strategies had the ability to predict the academic performance of the students. There was no significant difference between male and female students in any of the studied variables. Conclusions: Based on the results, students who use more diverse cognitive strategies show better performance than others. Performance is more desirable among those who evaluate their understanding of the content of the course and make more efforts and have more perseverance (regulation) in the learning process. Students who believe in their abilities (self-efficacy) and reinforce these beliefs will have a better academic performance.

show abstract

Section: Discussionsupporting

confidence: 90%

Correlation of Motivational Beliefs and Cognitive and Metacognitive Strategies with Academic Achievement of Students of Shiraz University of Medical Sciences

Gharghani

Hayat

2019

Strides Dev Med Educ

View full text Add to dashboard Cite

show abstract

“…Building on Perry's (1970) initial research, Schommer (1990) proposed that epistemic beliefs consisted of five dimensions (i.e., structure, certainty, source, and control and speed of knowledge acquisition). Those dimensions continue to be applicable in epistemic belief research (e.g., Buehl & Fives, 2009;Savoji, Niusha, & Boreiri, 2013). In the context of SRL, teachers' epistemic beliefs related to the source of knowledge, namely empiricist and constructivist beliefs, are particularly relevant.…”

Section: Teachers' Epistemic Beliefsmentioning

confidence: 99%

Changes in teachers’ epistemic cognition about self–regulated learning as they engaged in a researcher-facilitated professional learning community

Barr

Askell–Williams

2019

Asia-Pacific Journal of Teacher Education

View full text Add to dashboard Cite

Research into teachers' epistemic cognition is emerging as a key to understanding the quality of teachers' knowledge for teaching. Typically, investigations into the quality of teachers' knowledge have been situated within traditional subject areas, such as science or maths. However, developing good quality teacher knowledge about improving students' abilities to engage in self-regulated learning (SRL), across subject areas, is equally important. Studies have demonstrated gaps in teachers' knowledge and epistemic beliefs about SRL-the foundations for teachers' epistemic cognition about SRL. This paper introduces a model of teachers' epistemic cognition about SRL, and reports a micro-analytic study with four secondary science teachers who undertook a 12-week researcher-facilitated Professional Learning Community (PLC). Thematic and numerical analysis of interviews and lesson plans indicated that the PLC facilitated teachers' reflexive examination of their knowledge and their epistemic beliefs about SRL. Improvements in SRL content knowledge, pedagogical content knowledge and constructivist beliefs were observed consistently for three of the four teachers. Providing opportunities, such as a facilitated PLC, to enable teachers to reflexively examine their epistemic cognition about a generic subject such as SRL, may be a necessary step in translating research about learning and instruction into classroom practices.

show abstract

“…26 Metacognitive strategies help to supervise upon cognitive strategies and improve student achievement. 27 Attributional styles are other basic variables to determine a student's success or failure; Attribution style refers to reasons for pleasant or unpleasant events. The attributional style is a process in which people about causal factors of an event or incident decide based on ability, effort, difficulty level, and responsibility.…”

mentioning

confidence: 99%

The Structural Model of Educational Self-regulation Based on Learning Strategies and Attributional Styles by the Mediator of Achievement Motivation Among Secondary High School Students in Sari in 2017-2018

Fakhri

Mirzaeyan

2018

Int Clin Neurosci J

View full text Add to dashboard Cite

Background: Achievement motivation is one of the critical variables that predict educational achievement and success in the future. Therefore, the identification of effective factors upon achievement motivation may be one of the basic subjects in education. The present study aimed to evaluate the structural model of educational self-regulation based on learning strategies by the mediator of achievement motivation among students. Methods: The present study was correlation research with structural equation modeling (SEM). The statistical universe of this study consisted of all boy and girl students at secondary high schools in 2017-2018. The multistep random cluster sampling selected 375 (215 girls and 160 boys). Data gathered by the Bouffard educational self-regulation questionnaire, learning strategies questionnaire, attributional style questionnaire, and Herman’s achievement motivation questionnaire. Data analysis gathered by path analysis and structural equations with Lisrel 8.80 software. Results: The research results indicated the direct effects of learning strategies and attributional styles upon achievement motivation (P<0.05). Also, model fitting indicated indirect effects of learning strategies and attributional styles by achievement motivation upon students learning self-regulation (P<0.01). Conclusion: Research results indicate that self-regulation learning strategies are educational. The teaching of these strategies is effective in increasing internal attribution style for positive events and decreasing this style for adverse events among students.

show abstract

Relationship Between Epistemological Beliefs, Self-regulated Learning Strategies and Academic Achievement

Cited by 12 publications

References 16 publications

Correlation of Motivational Beliefs and Cognitive and Metacognitive Strategies with Academic Achievement of Students of Shiraz University of Medical Sciences

Correlation of Motivational Beliefs and Cognitive and Metacognitive Strategies with Academic Achievement of Students of Shiraz University of Medical Sciences

Changes in teachers’ epistemic cognition about self–regulated learning as they engaged in a researcher-facilitated professional learning community

The Structural Model of Educational Self-regulation Based on Learning Strategies and Attributional Styles by the Mediator of Achievement Motivation Among Secondary High School Students in Sari in 2017-2018

Contact Info

Product

Resources

About