Modeling the Relations Among Students' Epistemological Beliefs, Motivation, Learning Approach, and Achievement

Kızılgunes, Berna
Öztekin, Ceren
Sungur, Semra
The authors proposed a model to explain how epistemological beliefs, achievement motivation, and learning approach related to achievement. The authors assumed that epistemological beliefs influence achievement indirectly through their effect on achievement motivation and learning approach. Participants were 1,041 6th-grade students. Results of the path analysis suggested that students who believed knowledge to be evolving (i.e., development) and handed down by authority (i.e., source) were more likely to be self-efficacious in their learning and were found to have higher levels of learning- and performance-goal orientations. In addition, although learning goal was positively related to meaningful learning, performance goal and self-efficacy were negatively related to the learning approaches. The direction of the relation between learning approaches and achievement was positive.


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Sungur, Semra (2007-07-01)
In this study, a path model was utilised to model the relationships among motivational beliefs, metacognitive strategy use, and effort regulation in science courses. There were 391 high-school students participating in the study. The Motivated Strategies for Learning Questionnaire was used to measure students' motivational beliefs, metacognitive strategy use, and effort regulation. Results showed that intrinsic goal orientation, beliefs about value of a task, control of learning beliefs, and self-efficacy f...
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Investigating the effects of science writing heuristic approach on eight grade students’ achievement, metacognition and epistemological beliefs
Tucel, Sabahat Tuğçe; Çakıroğlu, Jale; Öztekin, Ceren; Department of Elementary Science and Mathematics Education (2016)
The aim of this study was investigating the effects of Science Writing Heuristic (SWH) approach on 8th grade students' science achievement, metacognition and scientific epistemological beliefs when compared to traditional instruction. For this purpose, a non-equivalent control group post-test only design was employed. Two 8th grade classes from a public elementary school were selected for the study. One class was assigned as experimental group and the other class was assigned as the comparison group. Studen...
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The aim of this study was to explore how students’ perceptions of classroom goal structures in terms of motivating tasks, autonomy support, and mastery evaluation; their engagement (i.e. behavioral, emotional, cognitive and agentic engagement), and self-efficacy in science are related to their science achievement. For this purpose, a path model was proposed and tested. In the model, it was hypothesized that perceptions of classroom goal structures are related to all aspect of student engagement and self-eff...
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Kıran, Dekant; Sungur, Semra; Yerdelen, Sündüs; Department of Elementary Education (2016)
The main purpose of this study was to examine the interrelationships among teacher motivation, job satisfaction, and 7th grade students’ motivation, engagement, and achievement in science. Additionally, relationships among school environment variables, teacher motivation, and job satisfaction were also investigated. The participants of the study were 134 science teachers and their 3394 students in Ankara. A set of Hierarchical Linear Modeling analyses were used to analyze the student and teacher data and a ...
Citation Formats
B. Kızılgunes, C. Öztekin, and S. Sungur, “Modeling the Relations Among Students’ Epistemological Beliefs, Motivation, Learning Approach, and Achievement,” JOURNAL OF EDUCATIONAL RESEARCH, pp. 243–255, 2009, Accessed: 00, 2020. [Online]. Available: