روانشناسی یادگیری
yaser garavand; Gholam Hossein Maktabi; Fatemeh Farzadi; Molod Salaripur
Abstract
The purpose of this study was to investigate the role of interaction of educational environment experiences with the mediation of epistemological beliefs on the research self-efficacy of graduate students of Chamran University of Ahwaz. The method of this study was correlation of path analysis. The statistical ...
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The purpose of this study was to investigate the role of interaction of educational environment experiences with the mediation of epistemological beliefs on the research self-efficacy of graduate students of Chamran University of Ahwaz. The method of this study was correlation of path analysis. The statistical population consisted of all post-graduate students of humanities in Shahid Chamran University of Ahwaz in 1395-96, That total number of them was 368. Of these, 315 people were selected as a research sampleby using stratified random sampling method. To collect the research data Questionnaires of educational-research environment Gravand(1391); Schumer's epistemological beliefs (1390) and research self-efficacy Salehi, (2011) were used. The results showed that the research model is compatible with the data collected from graduate students and the beliefs of epistemology are mediator the relationship between environmental experiences and research self-efficacy of students. Also, there was a direct relationship between the educational-research environment and all components of epistemological beliefs, including the belief in fast Learning. In addition, there was a direct relationship between all components of epistemological beliefs with research self-efficacy Instead of believing the certainty of knowledge, Also, there was a direct relationship between the educational-research environment and the research self-efficacy. In general, epistemological beliefs as an influential mediator can influence the research efficiency of students. Therefore, the central role of epistemological beliefs should be in the focus of interventions and planning associated with increasing the research self-efficacy of students.
