Relationship of Epistemological Beliefs and Learning Styles with Achievement Motivation

This study investigates the relationship of epistemological beliefs and learning styles with students ʹachievement motivation. 150 students of the Central Tehran branch of Islamic Azad University were randomly selected for this purpose. Shomerʹs epistemological beliefs, Kolbʹs learning styles, and Hermanʹs achievement motivation questionnaires were carried out. Results were indicative of the existence of a relationship between epistemological beliefs and achievement motivation. Only belief in fast learning remained in the achievement analysis while the other beliefs were removed from the regression model on account of the lack of meaningful influence on achievement motivation. Regression analysis showed that 17 percent of the studentsʹ achievement motivation variations was caused by belief in fast learning and the remaining 83 percent consisted in other factors and elements.