The role of epistemological beliefs, motivational constructs and Information processing strategies in regulation of learning

The purpose of the present research is to investigate the structural model of epistemological beliefs in regulation of learning (self-regulated learning and external regulation) with regards to the mediatory role of motivational constructs and Information processing strategies. The data were obtained from Tehran University students (290 female and 190 male). They were selected based on a multi-stage stratified sampling. Our Questionnaires in this research consisted of 6 subscales (Inventories of epistemological beliefs, study interest, academic self-efficacy, test anxiety, approaches to learning and regulation of learning). Structural equations model has been used for data analysis. The results confirmed the significant direct effects of epistemological beliefs on our motivational structures (academic self-efficacy, study interest and test anxiety) and also the similar effects of motivational constructs (with the exception of study interest) on Information processing strategies (deep, surface and strategic) and Information processing strategies on regulation of learning. The above mentioned strategies and motivational constructs (academic self-efficacy and test anxiety) had significant mediating effects on the relationship between epistemological beliefs and regulation of learning.