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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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 purpose of this study is to investigate the factors that are related to students̕ science achievement in TIMSS-R. Basically instructional activities, affective characteristics of students and socioeconomic status (SES) were taken as the variables of the model proposed within the Linear Structural Modeling (LSM) framework. This study examined the TIMSS data for Turkish students with the sample size of 7841 through the analysis of Structural Equation Modeling (SEM). Resulting path diagram showed that the ...
A Multilevel Analysis of Students' Science Achievements in Relation to their Self-Regulation, Epistemological Beliefs, Learning Environment Perceptions, and Teachers' Personal Characteristics
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This study adopted a cross-sectional and correlational research design in an attempt to add our understanding of student- and teacher-level factors that help explain variability in students' science achievement to the existing literature. More specifically, the present article examined students' science achievement in relation to their constructivist learning environment perceptions, epistemological beliefs, and self-regulation as well as their science teachers' characteristics. Data were gathered from both...
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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: