Modeling the Structural Relationship between Epistemological Beliefs Qualities of school life with Academic achievement of Adolescent Students

Document Type: Original Article


1 Ph.D. Student of Educational Psychology, Tehran Science and Research Branch, Islamic Azad University, Tehran, Iran

2 Associate Professor of Psychology and Educational Sciences, University of Allameh Tabatabai

3 Professor of Psychology, University of Science and Research, Tehran, Iran


The aim of this study was to modeling structural relationship between epistemological beliefs qualities of school life with academic achievement. Correlation research was based on the structural equation modeling technique, specifically regression equations (combining path analysis and factor analysis of the second level). The statistical population consisted of all boys of the first year of secondary high school in Babol. In this study, 310 students were selected as sample size using multistage cluster sampling method. Data gathering tools, Shomor's epistemological beliefs questionnaire, school life quality questionnaire and average score of students as a measure of academic achievement were used. The findings showed that the research model was confirmed and, in general, 49% of academic achievement can be explained by epistemological beliefs, school quality of life, and academic procrastination. Also, the variables of epistemological beliefs have direct effects on the academic achievement. Epistemological beliefs with mediating the quality of school life show an indirect effect on academic achievement. The results of this study emphasized the necessity of the role of learners' beliefs and behaviors in relation to interactive quality with educational systems, which can provide applied concepts for improving academic achievement to counselors and learners.


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