The Relationship Between College Students' Epistemological Beliefs And Self-regulated Learning

In the context of higher education,college students'self-regulated learning faces new challenges,especially for those who have just emerged from the intense high school life and entered an unfamiliar learning environment.This will bring many problems to students.Some students will experience procrastination and disgusting behavior,but some students show a good adaptation,which is related to the individual differences of students.Students'belief in learning and knowledge and their goal setting for learning tasks will affect the use of self-regulated learning strategies,however,in previous studies,the impact of epistemological beliefs on self-regulated learning strategies showed mixed results.Based on previous research and related theories,this study explored the mechanism relating learners'epistemological beliefs to self-regulated learning strategies by investigating the mediating role of achievement goal orientation and the moderating role of self-efficacy in the Psychology Foundation Class.The results of this study were as follows:(1)Female showed more mature epistemological beliefs than male.(2)Epistemological beliefs and mastery goal orientation positively predicted the use of self-regulated learning strategies.(3)Epistemological beliefs indirectly influenced students'use of self-regulation strategies via mastery goal orientation.(4)Students' self-efficacy moderated the relation between mastery goal orientation and the use of self-regulated learning strategies.