The Conditional and Interaction Effects of Epistemological Beliefs on the Self-Regulated Learning of College Students: Motivational Strategies |
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| Authors: | Email author" target="_blank">Michael?B?PaulsenEmail author Kenneth?A?Feldman |
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| Institution: | (1) Educational Policy & Leadership Studies, College of Education, The University of Iowa, N491 Lindquist Center North, 52242-1529 Iowa City, IA;(2) State University of New York at Stony Brook, Stony Brook, NY |
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| Abstract: | This study examines the conditional and interaction effects of each of four dimensions of the epistemological beliefs of college students regarding the ability to learn, the speed of learning, the structure of knowledge, and the stability of knowledge on six measures of the motivational components of self-regulated learning strategies (intrinsic goal orientations, extrinisic goal orientation, task value, self-efficacy, control of learning and test anxiety). Students with more sophisticated beliefs about the nature of knowledge and learning were more likely than their peers to use educationally productive motivational strategies in their learning. Beliefs about one’s ability to learn and the structure of knowledge had the most significant and substantial effects on students’ use of self-regulated motivational strategies. Although a student’s belief about the stability of knowledge by itself had a statistically significant effect on only one motivational strategy, this belief did have four statistically significant interaction effects with beliefs about ability to learn and the structure of knowledge. Implications of these findings for theory, research, policy and practice are examined. |
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| Keywords: | epistemological beliefs self-regulated learning student motivation |
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