Investigating the Relationships Between University Students’ Epistemological Beliefs and Learning Approaches: A Path Analysis Study

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dc.contributor.authorYağan, Saadet Aylin
dc.contributor.authorParlar, Hanifi
dc.date.accessioned2023-11-08T13:46:38Z
dc.date.available2023-11-08T13:46:38Z
dc.date.issuedSAGE Publications Inc.en_US
dc.departmentFakülteler, İnsan ve Toplum Bilimleri Fakültesi, Eğitim Bilimleri Bölümüen_US
dc.description.abstractThe purpose of this study was to investigate the relationships between epistemological beliefs and learning approaches of uni versity students. The mediator effect of gender was also tested. A theoretical model was created, and considering the litera ture personality types’ effects on learning approaches were kept under control. A total of 244 university students studying in 26 different departments of a university in Turkey participated in the study. Data collection tools were Epistemological Beliefs Scale (attaining knowledge, nurture vs. nature, absolute and single reality, and epistemic confliction), Learning Approaches Scale (deep approach and surface approach), and Personality Types Scale (type A and type B personality). It was hypothesized that sophisticated epistemological beliefs positively predict deep approach and naive epistemological beliefs positively predict sur face approach. In addition, it is predicted that the model will differ for males and females. Path analysis method was used to test the models. Results showed that in attaining knowledge and epistemic confliction dimensions sophisticated epistemologi cal beliefs positively predict deep approach. In absolute and single reality, nurture versus nature, and epistemic confliction dimensions naive epistemological beliefs positively predict surface approach. The moderator effect of gender was not signifi cant in the overall model. The results of the research indicate that epistemological beliefs and learning approaches are inter related structures.en_US
dc.identifier.doi10.1177/21582440231184855en_US
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85164203547en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.urihttps://hdl.handle.net/11467/6962
dc.identifier.urihttps://doi.org/10.1177/21582440231184855
dc.identifier.volume13en_US
dc.identifier.wosWOS:001018891100001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.relation.ispartofSAGE Openen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectepistemological beliefs, gender, learning approaches, personality types, university studentsen_US
dc.titleInvestigating the Relationships Between University Students’ Epistemological Beliefs and Learning Approaches: A Path Analysis Studyen_US
dc.typeArticleen_US

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