Examining the Relationship Between Personal Epistemology and Self-Regulation Among Turkish Elementary School Students

• In Event: 46.086 - Roundtable Session 16
  In Roundtable Session: 46.086-8 - Motivational and Cognitive Processes: Epistemology

Abstract

The purpose of this study is to determine the level of the relations between the Turkish elementary school students’ personal epistemologies, achievement goals, learning strategies, and achievement. We sought to empirically test Muis’ hypothesis (2007), which claims that students’ personal epistemologies predict their self-regulated learning processes. Two-eighty-three elementary school students in Turkey participated in the study. Results from the structural equation modeling showed that students’ personal epistemologies influence both their motivation and meta-cognitive strategies to learn science. Viewing science as connected entities leads the students to have high motivation in learning science, to engage meta-cognitively into learning task, and to have high achievement in science. Implications and future direction are discussed.

Authors

• Muhammet Mustafa Alpaslan, Mugla Sitki Kocman University

• Fatma Alpaslan