The relationship between scientific epistemological beliefs, motivation, self-efficacy of learning science and conception of learning science among students of basic science Urmia university

The current study aimed to determine the relationship between scientific epistemological beliefs, motivation, science learning self-efficacy and conception of learning science. For this, 339 students of basic sciences (167 females and 172 males), from Urmia university were selected through stratified random sampling for this study. The questionnaires of scientific epistemological beliefs scale (SEB), motivation learning science scale (MLS), science learning self-efficacy (SLSE), and conceptions of learning science (COLS) were used in order to collect data. The results indicated that the conception of learning science predicted meaningful by the dimension of scientific epistemological beliefs and science learning self-efficacy. However, The results indicated that there is a significant positive correlation among verification, improvement of scientific epistemological beliefs and constructive of conception of learning science. but, there was not meaningful relationship was observed between resource, certainty and reproduction of conception of learning science. In addition, while no significant relationship was found between reproduction and motivation of learning science, there was significant positive relationship the constructive and motivation of learning science. Furthermore, a significant positive relationship was observed between science learning self-efficacy and conception of learning science. In the general, the finding of the present study support the role that motivational and cognitive factors play in the predicting and determining the conception of learning science, which has useful scientific implications for learners process of motivation and science learning.