Epistemological beliefs as predictors of self-regulated learning strategies in middle school students

Abstract

This study examines the contribution of epistemological beliefs to middle school students’ reported use of self-regulated learning strategies. One hundred and sixty 8th and 9th graders from three public middle schools participated in the study. Gender was about equally represented in the sample (89 girls, 71 boys). During the group examination phase, the participants were asked to complete a Greek version of Epistemological Beliefs Questionnaire (EBQ), based on Schommer-Aikins, Mau, Brookhart and Hutter’s (2000) middle school version of EBQ. During the individual examination phase, they were interviewed using the Self-Regulated Learning Interview Schedule (SRLIS). Epistemological beliefs about the speed of learning and the ability to learn significantly predicted the reported use of cognitive as well as motivational regulation strategies. The educational implications of the results are discussed in relation to cultural influences on the formation of epistemological beliefs.