Epistemic beliefs: Setting the standards for self-regulated learning |
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| Authors: | Krista R Muis Gina M Franco |
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| Institution: | aFaculty of Education, Department of Educational and Counselling Psychology, McGill University, 3700 McTavish St., Montreal, Quebec, Canada H9W 2B2 |
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| Abstract: | Relations were examined between epistemic beliefs, achievement goals, learning strategies, and achievement. We sought to empirically test Muis’ Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. Educational Psychologist, 42, 173–190] hypothesis that epistemic beliefs influence processes of self-regulated learning via the standards students set for learning once goals are produced. Two hundred one undergraduate students from an educational psychology course completed questionnaires designed to measure the various constructs. Students’ final grades were also collected at the end of the semester. Students’ recollections of course tasks revealed that their epistemic beliefs are activated during learning. Results from structural equation modeling revealed epistemic beliefs influenced the types of achievement goals students adopted, which subsequently influenced the types of learning strategies they used in their education course, and their achievement. Moreover, achievement goals mediated relations between epistemic beliefs and learning strategies, and learning strategies mediated relations between achievement goals and achievement. |
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| Keywords: | Epistemic beliefs Achievement motivation Self-regulated learning Achievement |
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