A Model for Chemistry Student's Performance on the Basis of Epistemological Beliefs, Perception of Constructivist Learning Environment, and High-Level Cognitive and Motivational Strategies

The purpose of this study was to investigate the impact of epistemological beliefs and perception of constructivist learning environment on chemistry performance through the mediation of academic self-efficacy and high-level cognitive strategies. For this purpose, 646 high school students (318 male, 328 female) were chosen through cluster random sampling method and completed a questionnaire of epistemological beliefs, perception of constructivist learning environment, academic self-efficacy, and high-level cognitive strategies scales. The structural modeling analysis indicated that epistemological beliefs and perception of constructivist learning environment had a direct and significant impact on chemistry performance, and the result indicated that relationships between epistemological beliefs and perception of constructivist learning environment with chemistry performance was mediated by academic self-efficacy and high-level cognitive strategies. In this model, all regression weights were statistically significant and predictors explained 0.75% variance of chemistry performance. In general, the results proved the direct and indirect impact of epistemological beliefs and perception of constructivist learning environment (through mediation of academic self-efficacy and high-level cognitive strategies) on chemistry performance.