An Investigation of the Epistemological Predictors of Self-Regulated Learning of Advanced Science Students.

AbstractRecent research in educational psychology has shown that beliefs about knowing and learning have an effect on learning. These epistemological beliefs, which are categorized as certainty, simplicity of knowledge, existence of quick learning, and the fixed ability to learn, are related to educationally important cognitive and affective factors, such as self-efficacy, achievement, and task value which are the sub-components of self-regulated learning. Self-regulated learning includes the cognitive and motivational sides of learning, and has been shown to be related to epistemological beliefs. Studies suggest that in self-regulated learning, epistemological beliefs serve as standards for task evaluation. But, there is not enough empirical evidence on the nature of the relationship between epistemological beliefs and self-regulated learning of advanced students. The focus of this study is to explore the nature of the relationship between self-regulated learning and epistemological beliefs in the biology domain of science, following the recommendations of researchers who argue that self-regulation and epistemological beliefs are dependent on both the learning domain and the context of learning. The study was conducted with 116 ninth-grade, advanced science students by using a predictive study approach. As data collection tools, we used the "Motivated Strategies for Learning Questionnaire" and Schommer's "Epistemological Beliefs Questionnaire." The results of the study show that beliefs regarding the dependence of learning on struggle and inborn characteristics (the fixed ability to learn) predict self-regulation and its motivation and the use of learning strategy components.Keywords: advanced science students, epistemological beliefs, self-regulated learning, learning motivationIntroductionMany recent research studies have suggested that students' epistemological beliefs have direct and indirect effect on learning (Schommer-Aikins, 2002; Topcu & Yilmaz-Tuzun, 2009). Epistemological beliefs are generally understood to be concerned with the origin, nature, limits, methods, and justification of human knowledge. Although studies on epistemological beliefs in education can be traced to Piaget's studies, Perry's original study on intellectual development of college students is generally accepted as the beginning point for epistemological studies in education (Hofer, 2002). Subsequently, Belenky, Clinchy, Goldberger, and Tarule (1986) addressed women's ways of knowing in a study based on Perry's framework, contributing the terms "separate knowing" and "connected knowing" to the epistemological literature. Then, Baxter Magolda (1992) examined gender and "epistemological reflection." In her model, Magolda determined four stages including absolute knowing, transitional knowing, independent knowing, and contextual knowing. She stated that the first three stages reflected gender differences in ways of knowing. Then, King and Kitchener (1994) introduced their "reflective judgment" model, which emphasized both personal epistemology and critical thinking, focusing on epistemological changes in ill-structured problem-solving statements. All of the models presented above, except for King and Kitchener's (1994), are based on a developmental (improvement through stages) approach, viewing epistemological beliefs as unidimensional and dependent on each other. As a departure from the developmental models, Schommer (1994) conceptualized epistemological beliefs as a system of independent epistemological beliefs, or personal epistemologies, which included five distinct aspects of epistemological beliefs (stability, structure, source of knowledge, control over knowledge acquisition, and quick learning) that may or may not develop in synchrony (see Hofer & Pintrich, 1997; Hofer, 2002; Schommer-Aikins, 2002 for a comprehensive review). Schommer's model has been frequently studied and supported by researchers using its well-known instrument, the Epistemological Beliefs Questionnaire (EBQ) (Lodewyk, 2007; Schreiber & Shinn, 2003). …