The purpose of this research was to study relationship between epistemological beliefs (belief in certain knowledge, simplicity of knowledge, innate ability, quick learning) and academic self-efficacy as well as identifying the relative contribution of each of them to prediction of academic self-efficacy among student teachers in yazd University. during 2014-15. 300 subjects were selected based on one stage cluster method andMorgan and Krejcie table. Epistemological beliefs’ questionnaire and academic self-efficacy students’ questionnaires were used to collect data. Data were analyzed using pearson’s correlation test and maltiple regression analysis. Results indicated that all four kinds of epistemological belief have a negative significant relationship with academic self-efficacy. Also results revealed that simplicity of knowledge and quick learning were the negative predicting of academic self-efficacy. This means that students who have crude and simplistic beliefs have low self-efficacy. The findings demonstrated that students' enhanced epistemological beliefs could improve their academic self-efficacy
Shirazi, A., ghazanfari, F., & Javdani, M. (2016). The relationship between Epistemological Beliefs and Student Teachers’ Academic Self-efficacy. Journal of Pouyesh in Education and Consultation (JPEC), 1394(1), 34-42.
MLA
Alireza Shirazi; firouze ghazanfari; Maryam Javdani. "The relationship between Epistemological Beliefs and Student Teachers’ Academic Self-efficacy", Journal of Pouyesh in Education and Consultation (JPEC), 1394, 1, 2016, 34-42.
HARVARD
Shirazi, A., ghazanfari, F., Javdani, M. (2016). 'The relationship between Epistemological Beliefs and Student Teachers’ Academic Self-efficacy', Journal of Pouyesh in Education and Consultation (JPEC), 1394(1), pp. 34-42.
VANCOUVER
Shirazi, A., ghazanfari, F., Javdani, M. The relationship between Epistemological Beliefs and Student Teachers’ Academic Self-efficacy. Journal of Pouyesh in Education and Consultation (JPEC), 2016; 1394(1): 34-42.
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