Predicting learning approaches of students based on conceptions of learning, scientific epistemological beliefs, learning self-efficacy

The purpose of this study was to investigate the Predicting learning approaches Based on conceptions of learning, scientific epistemological beliefs, learning self-efficacy among students of basic sciences at Urmia University.For this purpose, 328 people (157 girls and 171 boys) were selected from basic science students by stratified random sampling and Learning Imagination ,Scientific Epistemological Beliefs , Learning self-efficacy, and learning approaches questionnaires were used to collect research data. The results showed that there is a positive and significant relationship between superficial learning strategies with the unproductive (static) component of perceptions of learning and between deep learning strategies with the component of constructing perceptions of learning. there is a positive and significant correlation between superficial learning approaches and the components of scientific epistemological beliefs and certainty and a significant negative correlation with the components of justification and progress; and there is a positive and significant relationship between deep learning approaches with the components of justification and development of scientific epistemological beliefs and a negative and significant relationship with the components of certainty and certainty of epistemological beliefs.In addition, a negative and significant relationship was observed between superficial learning approaches and all components of learning self-efficacy and a positive and significant relationship was observed between deep learning approaches and all components of learning self-efficacy,the results of the present study indicate the importance and role of motivational and cognitive variables in strengthening and improving the use of learning approaches, which in the process of motivation and scientific learning reveals useful implications for students.