Relational Model of Science Performance based on Epistemological Beliefs with the Mediating role of Motivation and Attitude to learning Science: Structural Equation Modeling Analysis

The purpose of this study was to develope a Causal Model of science performance based on epistemological beliefs with the mediating role of motivation and attitude to learning science. The method of the research was a descriptive correlational and structural equation model.  The statistical population of study includes all students of middle schools in Malekshahi. Using cluster random sampling method, the sample size of 230 people was selected. The research instruments were questionnaires of epistemological beliefs, motivation to learn science and attitude to learning science. The results of data analysis using Pearson correlation statistical tests and structural equations showed that epistemological beliefs, motivation to learn science and attitude to learning science have a positive and significant effect on students' science performance.  Epistemological beliefs also have a positive and significant effect on motivation and attitude toward learning science. Finally, epistemological beliefs have a positive and significant indirect effect on science performance with the mediating role of motivation and attitude to learning science. In general, it is concluded that the conceptual model of science performance based on epistemological beliefs with the mediating role of motivation and attitude to learning science fits with the experimental model.