Effect of Epistemological beliefs, learning approach and Reflective thinking on academic achievement

摘要

The purpose of this study was to investigate the Effect of Epistemological Beliefs, Learning Approach, And Reflective Thinking On Academic Achievement. Through multistage cluster sampling 332 subjects (176 females, 156 males) were selected from all male and female mathematic student in Tehran Universities. To collect the data three questionnaires, i.e, Schommer Epistemological Questionnaire (EQ, Schommer, 1990), Revised Study Process Questionnaire (R-SPQ-2F, Biggs, Kember & Leung, 2001)' and Reflective Thinking Questionnaire (RTQ, Kember et al, 2000). The results indicated that the obtained model fit the data adequately. It was found that epistemological beliefs predicted learning approach and academic performance and learning approaches predicted reflective thinking and academic performance. Furthermore, learning approaches mediated the effect of epistemological beliefs on reflective thinking and academic performance.