Multiple regression analysis of epistemological beliefs, learning approaches, and self-regulated learning

Abstract

Introduction. Recent research in educational psychology has explored student approaches to learning (SAL) and epistemological beliefs within the theoretical framework of self-regulated learning. The focus of this research study seeks to explore the predictiveness of learning ap-proaches and epistemological beliefs on students' self-regulatory processes. Method. 603 (266 females, 337 males) first-year students from the University of the South Pacific participated in this study. The revised Study Process Questionnaire, the Epistemologi-cal Beliefs Questionnaire, and various self-regulatory strategies questionnaires were used to measure students' beliefs about their knowledge, learning approaches, and self-regulatory processes. Results. Factor analysis indicated clear patterns of students' beliefs about the nature of knowledge and learning. Various dimensions of epistemological beliefs related to students' self-efficacy beliefs, mastery goal orientation and self-regulatory strategy use. Deep motive to learning related positively with motivational and strategic processes, whereas deep strategy was found to relate with students' self-efficacy beliefs. Discussion and Conclusion. The findings of our study are significant as they support the theoretical contention and empirical evidence pertaining to the inclusion of both SAL and students' epistemological beliefs within the framework of self-regulation.