The relationship between family emotional climate and epistemological beliefs with academic performance among fourth year high school students in Bukan

The present study aims to investigate the relationship between family emotional climate and epistemological beliefs with academic performance among senior high school students in Buokan. For this purpose, 384 samples were selected from among 980 senior students according to Morgan table. The research method was descriptive and correlational. Updated Hill Burn family emotional climate questionnaires, Schumer's Epistemological Beliefs Questionnaire and researcher-made questionnaire of academic performance were used. The validity and reliability of the research questionnaires were confirmed. Statistical analysis of correlation, regression and structural modeling was performed on the data. The results showed that there was a significant positive correlation between academic performance and family emotional climate. There was a significant positive correlation between academic performance and epistemological beliefs. The results showed that there was a positive and significant correlation between academic performance and emotional atmosphere of the family. There is also a positive and significant correlation between academic performance and epistemological beliefs (P<0.01). The end result of the study is that optimizing epistemological beliefs and promoting family atmosphere can be improved by improving academic performance.