Investigating the Relationship between Epistemological Beliefs in Academic Conflict and Academic Achievement in High School Students

The main purpose of this study was to investigate the relationship between epistemological beliefs and academic (cognitive-behavioral) involvement and academic achievement of English language among theoretical high school students in Chaypareh in the academic year 2021-2022.

The research method was applied in terms of purpose and descriptive-correlational in terms of data collection. The study sample was 285 theoretical high school students who were selected from a population of 1053 (424 boys and 629 girls) using stratified simple accident. Schumer (1990) epistemological questionnaire and Friedrix et al.'s (2004) academic engagement questionnaire were used to measure research variables. Students' academic achievement in English was also assessed by examining their average scores in this course in two ways: self-reporting and reviewing academic transcripts. Descriptive statistics, one-way analysis of variance, Pearson correlation and multiple regression analysis were used to analyze the data.

The results showed that the educational status of students in English was unfavorable and the results of one-way analysis of variance did not show a significant difference and other results showed that between epistemological beliefs with cognitive, behavioral involvement and English academic achievement between Students have an inverse and significant relationship.

According to the results of this study, it is recommended to all those involved and implementers of the educational system in education, to provide the necessary context for strengthening epistemological beliefs about English language lessons in high school.