The Structural Relationship of Academic Self-Efficacy and Epistemological Beliefs with Academic Performance: The Mediating Role of Study Skills

This study examined the structural relationship of academic self-efficacy and epistemological beliefs with academic performance with the mediating role of study skills.

This study is descriptive (non-experimental) and study design is correlational plans type of the structural equations. Statistical population of the study formed all of secondary school students of Orumieh in 2015-2016 years of academic. Sampling was cluster random and determination the sample size for each of the sub-variable were considered 20 samples and 350 persons were selected as study sample. To collecting data was used of Patrick, Hicks and Ryan’s the academic self-efficacy scale (1997), Schommer’s epistemological beliefs scale (1991), Congos’s study skills scale (2009) and to measure academic performance of students was used of average scores of students in the first academic semester 2015-2016. structural equation modeling was used to assess the structural relationship of academic self-efficacy, epistemological beliefs and study skills with academic performance.

the results of structural equation modeling revealed that academic self-efficacy, epistemological beliefs and study skills directly affect the academic performance of students and academic self-efficacy indirectly and through study skills affect the academic performance of students. so in this study the indirect affect of epistemological beliefs on the academic performance of students was not proved.

these findings of study support the mediating role of study skills in the structural relationship academic self-efficacy and epistemological beliefs with academic performance of students