Epistemic beliefs and self-regulation in mathemathics learning

Hrženjak, Ema. (2012). Epistemic beliefs and self-regulation in mathemathics learning. Diploma Thesis. Filozofski fakultet u Zagrebu, Department of Psychology. [mentor Rovan, Daria].

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Abstract

In the field of educational psychology there is a growing number of studies that investigate epistemic beliefs. These studies showed that epistemic beliefs have an important role in the learning process, and are associated with motivation, cognitive processes and learning outcomes. In this study we used Hofer and Pintrich's (1997) model according to which epistemic beliefs consist of 4 dimensions: simplicity, justification, certainty and source of knowledge. The aim of this study was to determine the correlation between epistemic beliefs and different components of self-regulated learning and student achievement in the field of mathematics. In addition, we have sought to examine the extent to which epistemic beliefs may explain individual differences in school achievement. The study included 203 high school students of 2nd and 3rd grade. This study was a group and the students completed the questionnaire which examined their epistemic beliefs, type of motivation regulation, metacognitive strategies, beliefs about self-efficacy, and achievement in mathematics. The results of correlation analysis showed a significant association with variables for justification of knowledge, which is positively related to the identification, intrinsic regulation, the use of metacognitive strategies, self-efficacy and academic success. The regression analysis showed that a significant predictor of grades in mathematics at the end of the school year is only this dimension. In addition, it was found that self-efficacy and intrinsic regulation have the greatest impact of all investigated variables on the academic achievement in the area of mathematics.

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