The Investigation on the Relations between Epistemological Beliefs and Self-Regulating Learning Strategies among Students in North Khorasan University of Medical Sciences in 2017

Introduction: Poor epistemological beliefs are among the reasons which will lead a person to tiredness, lack of motivation and distrust to personal abilities. This is usually resulted from the fact that individuals with such beliefs image the knowledge as unrelated and confusing elements which surrounded by references and they will never try for learning it. In the recent years, there are high interest for studying the relation between the epistemological beliefs and self-regulated strategies. In the current study, the possible relation between epistemological beliefs and Self-regulating learning strategies among students in North Khorasan University of Medical Sciences was investigated. Methods: In this descriptive-analytic study, a group of volunteer NKUMS students (n=625) whom selected based on the census results were investigated. Data on demographic information, Schumer's Epistemological Beliefs and Self-Regulated Learning Strategies (MSLQ) collected by using three questionnaires. SPSS software (version 18) was used for running descriptive and inferential statistical analysis. Results: In the current study, a significant statistical relation between the epistemological beliefs and Self-regulating learning strategies among NKUMS students was observed. There was a positive significant statistically relation among Self-regulating learning strategies and simplicity of Knowledge (r=0.160, P<0.001). There was statistically significant negative relation among component like the inborn talents(r=-0.361, P<0.001) and fast learning ability(r=-0.266, P<0.001) with self-regulating learning strategies, while no statistically significant relation among source of knowledge and certainty of knowledge with self-regulating learning strategies was determined (P>0.05). Conclusions: The results of the current study on NKUMS students showed that epistemological beliefs have a positive influence on self-regulating learning strategies among students.