epistemological beliefs

The aim of this research was an analytical review of the definition of critical thinking and the importance of teaching it, the concept of epistemological beliefs and their role in critical thinking. The method of this research was descriptive-analytical. For this purpose, articles related to research variables were searched and reviewed.The findings showed that critical thinking is a complex and multifaceted term that is considered the ability to effectively analyze information and judge, as well as epistemological beliefs, which are people's beliefs about what knowledge is, how to acquire it, certainty and its limits. Another part of the results showed that student-centered learning activities help the development of students' critical thinking, and their teaching should be considered an integral part of teaching and learning. Also, epistemological beliefs and critical thinking are related, and epistemological beliefs are an important prerequisite for critical thinking and play an important role in its development.The obtained results provide insights for education practitioners in the integration of epistemological beliefs and critical thinking in students' educational programs and the use of student-centered approaches.

This research was conducted with the aim of investigating the relationship between implicit theories of intelligence and philosophical mindset and epistemological beliefs of educational principals of girls' secondary schools in Marivan city.

The descriptive research method was of the correlation type and structural equation modeling method. The statistical population includes all the female principals of the first and second secondary schools of Marivan city, totaling 75 people, all of whom were included in the research (that is, the sample size is considered equal to the statistical population). In order to collect information, three questionnaires of the implicit beliefs of intelligence, Abdul Fattah and Yates (2006), Soltani's philosophical mentality (1375) and Schumer's epistemological beliefs (1990) were used. Data were analyzed using structural equation modeling.

The findings showed that there is a positive and significant relationship between the theory of incremental intelligence and the theory of innate intelligence with the philosophical mindset and epistemological beliefs of the educational principals of girls' secondary schools in Marivan city (P<0.05). Also, the components of philosophical mindset and epistemological beliefs have the ability to predict the implicit beliefs of intelligence.

Based on the results, it can be stated that the educational authorities, benefiting from the implicit theories of intelligence, can provide the necessary background for the development of philosophical mentality and the improvement of the epistemological beliefs of managers.

The present research was conducted with the aim of investigating the mediator role of selfregulated learning and progress goals in the relationship between epistemological beliefs and academic burnout on a sample of 384 students above the 4th semester of Payam Noor University in Shiraz. The sample members were selected using the random cluster sampling method and after collecting the data, the evaluation of the proposed model was carried out using the path analysis method and using the AMOS program, and the findings from the analysis of the structural equation modeling were a good fit of the initial theoretical model. confirmed with the data, and after modifying the conceptual model, a very good fit of the final model with the data was obtained. The results of the present research showed that students' epistemological beliefs play a decisive role in the formation of their attitudes towards the philosophy of education and education, and these attitudes and beliefs, through self-regulation learning, lead to students' motivational orientation through the selection of goals. Progress is made. An orientation that can bring progress and success on the one hand, or stress and academic exhaustion on the other hand, for students in the long term. As a result, the student's awareness of his cognitive processes plays a decisive role both in choosing progress goals and in choosing the correct learning path (cognitive self-regulation).