Volume 13, Issue 1 (Spring 2011)                   Advances in Cognitive Sciences 2011, 13(1): 1-14 | Back to browse issues page

XML Persian Abstract Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Rezaei A. Relationship between Epistemological Beliefs and Conceptions of Learning in Students with Surface- and Deep-Learning Approaches. Advances in Cognitive Sciences. 2011; 13 (1) :1-14
URL: http://icssjournal.ir/article-1-311-en.html
Assistant Professor, Tabriz Payam-e-Nour University, Tabriz, Iran.
Abstract:   (2206 Views)
Objective: The purpose of conducting this research was to investigate the relationship between epistemological beliefs (simple/absolute knowledge and fast/fixed learning) and students’ conceptions of learning (learning as: gaining information, understanding and remembering, personal change, a process not bound by time or place, the development of social competence), and identifying the relative contribution of each of them in predicting surface and deep learning approaches by students.
Method: For this, 240 students from humanities and basic science of Tabriz Payame Noor University students (142 females and 98 males) were randomly selected using multiple-stage sampling, and completed the Epistemology Questionnaire (EQ), Approaches and Study Skills Inventory for Students (ASSIST) and the Conceptions of Learning Inventory (COLI). Data were analyzed using Pearson’s correlation test and standard or simultaneous multiple regression analysis.
Results: Results indicated that personal change and development of social competence were the meaningful predicting factors of deep learning approached. Compared to the development of social competence, personal change had higher beta value. In the prediction of surface-learning approaches, epistemological beliefs of fast/ fixed learning and understanding and remembering conceptions of learning were statistically meaningful. Compared to fast/fixed learning epistemological beliefs, understanding and remembering conceptions of learning had higher beta value.
Full-Text [PDF 1423 kb]   (897 Downloads)    
Type of Study: Research | Subject: Special
Received: 2010/11/22 | Accepted: 2011/01/21 | Published: 2011/03/21

Add your comments about this article : Your username or Email:

Send email to the article author

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Designed & Developed by : Yektaweb