Abstract
This study was investigated the relationship between epistemological beliefs and self-regulatory (cognitive-metacognitive) learning strategies with high school student's academic achievement. The sample comprised of 268 female students who were selected by cluster sampling. We used epistemological beliefs questionnaire of Schommer (1990), Motivational Strategies for Learning Questionnaire (MSLQ) of Pintrich (1991), and the average scores of school semester as academic achievement for data collection. The results of multiple regression showed that academic achievement can predicted by dimentions of epistemologica l beliefs and motivational strategies.
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