Relationship between epistemological beliefs and self-regulated learning in high schools students of traditional and smart schools

The main aim of this research is relationship between epistemological beliefs and self-regulated learning in high schools students of traditional and smart schools. For hypothesizes test this study has selected sample consisted of 600 high school students in traditional and smart schools in Tehran by random multi-stages sampling method. For measuring the variables of study this study has used questionnaire of epistemological beliefs by Schommer (EBQ) and self-regulated learning by Boufard (SRLQ). The data were analyzed by Pierson correlation and T-test of independent samples method. The results of study have shown that in the smart schools, there is negative and significant relationship between instinctive components of knowing learning ability and quick knowing of learning process with self-regulated learning, and in the traditional schools between simplicity components of knowledge knowing of learning process with self-regulated learning. Also in the components of believing to simplicity of knowledge and absolute of knowledge and self-regulated learning, there is significant difference between smart school students and traditional school students. These findings have shown that promotion and growth of epistemological beliefs of students in smart and traditional schools can improve their self-regulated levels and also changing in learning environment and entering of information and communication technology in the field of education and academy in smart schools, have causes improving of studentʹs self-regulation and also development of their epistemological beliefs in the dimensions of believing to simplicity and absolute of knowledge.