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O papel das crenças epistemológicas na previsão do desempenho do curso de matemática de engenharia: o papel mediador das crenças motivacionais

Year: 2026
Type: article
Study design: Observational Study
Abstract: Learning mathematics and developing mathematical thinking skills are two of the most important aims of engineering coursework. However, engineering students often find it difficult to grasp the complexities of mathematics despite its importance to the field. The widespread lack of math self-confidence among engineering students is a major obstacle to a successful engineering mathematics education. Current research seeks to understand the mediating role of motivational beliefs in the relationship between epistemological and predictive beliefs. The statistical population consisted of all engineering students at Islamic Azad University, Shahr-e Ray Branch. From this population, 107 undergraduate male and female students in engineering fields—who had previously completed Mathematics 1, Mathematics 2, and Differential Equations courses—were randomly selected. The research was conducted during the first semester of the 2022–2023 academic year. After explaining the purpose of the study and recruiting participants, students filled out online versions of Schumer's Epistemology and Pentridge's Motivational Questionnaire. After collecting data using PLS, he analyzed it using his PLS technique. The subsequent outcomes are as follows. The three variables (epistemological beliefs, motivational beliefs, and academic performance) are all interconnected in significant ways. Academic success can be predicted in part by students' epistemological beliefs, with motivational beliefs acting as a moderator. In other words, epistemological and motivational beliefs influence students' academic performance.
Language: English
Field: Psychology
Open Access status: diamond
OpenAlex ID: W7223596451
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