Volume 14, Issue 1 (Spring 2012)                   Advances in Cognitive Sciences 2012, 14(1): 53-66 | Back to browse issues page

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Barzegar Bafrooee K, Sahdipoor E. Modeling of Relationships between Epistemological Beliefs, Academic Self-Efficacy, Metacognitive Self- Regulation, and Deep-Processing Strategy with High School Students’ Academic Performance. Advances in Cognitive Sciences. 2012; 14 (1) :53-66
URL: http://icssjournal.ir/article-1-460-en.html
1- Educational Psychology, Yazd University, Yazd, Iran.
2- Assistant Professor, Allame Tabatabaee University, Tehran, Iran.
Abstract:   (2298 Views)
Objective: : The main purpose of this research was planning and fitting the structural model of the relationships between epistemological beliefs, academic self-efficacy, metacognitive self-regulation and deep-processing variables with high school students’ academic performance.
Method: : For this purpose, a sample of 400 students was used to determine the validity and reliability of the instruments in the primary stage. To test the hypothesis in the main stage of the research, the sample included 700 high school students, who were randomly selected using multiple-stage sampling. For assessing research variables, scales, and questionnaires, such as Bayless’s Epistemological Beliefs Questionnaire (EBQ), academic self- efficacy and self regulation subscales (derived from MSLQ) and deep-processing strategy subscale (derived from SPQ) were used. Data were analyzed using Structural Equations Analysis.
Results: The findings provided a robust support for the hypothesized structural relationships. In general, the results indicated that epistemological beliefs could directly and indirectly affect students’ academic performance with the mediating effects of academic self-efficacy and metacognitive selfregulation strategy.
Conclusion: The findings demonstrated that students' enhanced epistemological beliefs could improve their academic self-efficacy, self-regulation strategy and, subsequently, academic performance.
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Subject: Special
Received: 2011/11/22 | Accepted: 2012/01/21 | Published: 2012/03/20

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