The Relationship between Epistemological Beliefs, Achievement Emotions, and Self Efficacy with Student's Deep and Surface Learning Approaches

The purpose of the present study is to investigate the relationship between epistemological beliefs, Achievement Emotions, and Self Efficacy with Students’ Deep and Surface Learning Approaches.
For this, 396 students of humanities sciences (294 females and 102 males) from Payame Noor University – Tabriz branch were randomly selected, using multiple stage sampling. The Emotional Achievement Quesstionnaire, Epistemology Questionnaire (EQ), Motivated Strategies for Learning Quesstionnaire (MSLQ), and Approaches and Study Skills Inventory for Students (ASSIST) were completed by these students and the Pearson’s Correlation Test and Standard or Simultaneous Multiple Regression Analysis were used to analyze the collected data.
The Results showed that enjoyment Achievement Emotions (with positive Beta values) and Fast/ fixed learning epistemological beliefs (with negative Beta values) were the significant predictors for deep learning approache. In the prediction of surface learning approache model, anxiety, boredom Achievement Emotions and epistemological beliefs of simple/ absolute knowledge were statistically significant. All of these variables had positive Beta values in prediction of surface learning approache.
The results of this study indicate that component of Achievement Emotions and epistemological beliefs are accounted for the significant variance of Students’ Deep and Surface Learning Approaches.