Relationship between epistemological beliefs and motivational orientation among high school students

Abstract

Relationship between epistemological beliefs and motivational orientation of high school students was studied and their relationship with school majoring, GPA and gender. To estimate epistemological beliefs and motivational orientation Schommer's Epistemological Questionnaire (EQ) and Work Preference Inventory (WPI) were used. Through factor analysis of EQ 5 factors were extracted, that differ from those Schommer singled out. Negative correlation between naive epistemological beliefs on one side, and intrinsic (-0.327, p lt 0.01) and general motivation (-0.247, p lt 0.01) on the other, was determined. Students majoring in social sciences have more mature epistemological beliefs (F=11.278, df=1, p lt 0.01. Boys have more mature epistemological beliefs than girls only on factor Avoiding relating, ambiguity and dependence on authority (F=16.899, df=1, p lt 0.01). Correlation between epistemological beliefs and GPA was not determined. Students majoring in social sciences have higher level of motivation (F=6.626, df=1, p lt 0.05). Girls are more motivated by enjoying in what they are doing (F=6.261, df=1, p lt 0.05).