The relationship between Epistemological Beliefs and Student Teachers’ Academic Self-efficacy

Document Type : Research Paper

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Abstract

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[M1]   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[M2]  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.



 [M1]sampling




 [M2]pridictors

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History

  • Receive Date: 30 June 2015
  • Revise Date: 25 November 2015
  • Accept Date: 29 January 2016

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