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year 14, Issue 1 (Spring 2025 2025)
Rooyesh 2025, 14(1): 183-194 |
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Ahmadi V, Hajian R, Salehi S. (2025). A Systematic Review on the Application of Epistemological Beliefs in Students' Learning and Academic Achievement: A Systematic Review. Rooyesh. 14(1), 183-194.
URL: http://frooyesh.ir/article-1-5670-en.html
URL: http://frooyesh.ir/article-1-5670-en.html
1- PhD Student in Curriculum Planning, Faculty Of Education And Psychology, University of Isfahan, Isfahan, Iran. , vahidahmadi866@gmail.com
2- PhD Student in Curriculum Planning, Faculty Of Education And Psychology, University of Isfahan, Isfahan, Iran.
2- PhD Student in Curriculum Planning, Faculty Of Education And Psychology, University of Isfahan, Isfahan, Iran.
Abstract: (56 Views)
The present study aims to review the theoretical research on applying epistemological beliefs in students' learning and academic achievement from 2011 to 2024. Articles were searched in reputable domestic and international databases such as the Scientific Information Database (SID), Magiran, Noormags, the Comprehensive Portal of Humanities, ERIC, Taylor & Francis, ScienceDirect, and Google Scholar, using the keywords epistemological beliefs, learning, and academic achievement in Persian and English. Quality assessment of articles was performed using a checklist. In this review, 70 articles were initially identified. After examining titles and considering inclusion and exclusion criteria, 20 articles were ultimately included in the study process through review. According to the review of conducted research, the analysis of these documents was performed with emphasis on 17 basic axes and sub-themes. The identified focus of study was categorized into 3 sub-domains: "Academic Skills," "Learning Strategies," and "Motivational Dimensions," organized within the context of the main area of inquiry, namely the application of epistemological belief theory in students' learning and academic achievement. The examination of the thematic domains related to the application of epistemological beliefs in student learning and academic achievement reveals that existing research has predominantly focused on a limited range of areas within this theoretical framework. There is a compelling need for further research on epistemological beliefs and their influence on student learning, particularly within the context of Iran.
Type of Article: systematic review |
Subject:
Educational Psychology
Received: 2024/09/14 | Accepted: 2025/01/4 | ePublished: 2025/03/30
Received: 2024/09/14 | Accepted: 2025/01/4 | ePublished: 2025/03/30
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