Abstract:
The aim of this study was to modeling structural relationship between epistemological beliefs qualities of school life with academic achievement. Correlation research was based on the structural equation modeling technique, specifically regression equations (combining path analysis and factor analysis of the second level). The statistical population consisted of all boys of the first year of secondary high school in Babol. In this study, 310 students were selected as sample size using multistage cluster sampling method. Data gathering tools, Shomor's epistemological beliefs questionnaire, school life quality questionnaire and average score of students as a measure of academic achievement were used. The findings showed that the research model was confirmed and, in general, 49% of academic achievement can be explained by epistemological beliefs, school quality of life, and academic procrastination. Also, the variables of epistemological beliefs have direct effects on the academic achievement. Epistemological beliefs with mediating the quality of school life show an indirect effect on academic achievement. The results of this study emphasized the necessity of the role of learners' beliefs and behaviors in relation to interactive quality with educational systems, which can provide applied concepts for improving academic achievement to counselors and learners.
Machine summary:
Data gathering tools, Shomor's epistemological beliefs questionnaire, school life quality questionnaire and average score of students as a measure of academic achievement were used.
The results of this study emphasized the necessity of the role of learners' beliefs and behaviors in relation to interactive quality with educational systems, which can provide applied concepts for improving academic achievement to counselors and learners.
Research evidence (Ainley & Bourke, 1992) has suggested that students’ quality of school life is directly related to their academic achievement.
For instance, it was found that, for a sample of 5932 Grade 12 students, the quality of school life accounted for 20% of the variance of students’ achievement at public examination (Cadima, Doumen, Verschueren, & Buyse, 2015).
Considering the above, the main goal of this research is to model the structural relationships between epistemological beliefs, the quality of life of the school with the student's academic achievement.
Direct estimation of the model with maximum exponential (View the image of this page)According to the above table, the epistemological beliefs and quality of life of the school have a direct effect on academic achievement.
Results and Discussion The purpose of the present study was to model the structural relationships between epistemological beliefs, school life quality and academic achievement.
This study suggests that epistemological beliefs by mediating school quality of life have an indirect effect on academic achievement.
Some studies (Schommer, Crouse, and Rhodes, 1992; Chan & Stachez, 2001) have shown that epistemological beliefs can be a critical determinant of academic achievement.