Family environment, epistemological beliefs, learning strategies, and academic performance: A path analysis

Abstract

This study of secondary school students examined the complex interrelationships between family environment variables (antecedents) as predictors of learning strategies and academic performance (consequences) and of epistemological beliefs (mediators) and tested the latter as mediators of the relationship between antecedents and consequences. The results of path analysis support a hypothesis generated from a model that is bound both by the theory and by previous research. Belief in Quick, effortless learning mediated the influence of family variables on Surface strategy, Metacognitive learning strategies and Academic performance. The better the family's intellectual climate, the higher the students' mature beliefs about learning, and consequently, her/his Deep and Metacognitive strategies and academic performance. The proposed model showed a better fit to the data when compared with the two alternative models. Finally, we discussed the need to build an integrated model of the likely origins of epistemological beliefs. © 2008 Springer Science+Business Media B.V.