The Relationship between Epistemological Beliefs, Learning Strategies and Achievement in Higher Education

Abstract

This study provides important insights into the relationship between the epistemological beliefs of community college students, the selection of learning strategies, and academic achievement. This study employed a quantitative survey design. Data were collected by surveying students at a community college during the spring semester of 2010. The data were analyzed using various statistical procedures including structural equation modeling and correlation analysis. The study reveals three primary findings concerning the relationship between epistemological beliefs, learning strategies, and the academic achievement of community college students. First, a positive relationship between the epistemological belief factors of simple knowledge and quick learning and the learning strategies selected were identified. Second, there is not a predictive relationship between the students' epistemological belief factors simple knowledge and quick learning and academic achievement. However, a correlation between the quick learning factor and academic achievement was present. Third, the analysis revealed that a greater reliance on surface strategies predicted lower academic achievement, because surface-level learning strategies mediated the relationship between the epistemological belief factors simple knowledge and quick learning and academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone [phone]. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]