Comparison of Epistemological Beliefs, Learning Approaches And Academic Self-efficacy in Arts and Mathematics Female students

Objective: The purpose of this study was compare epistemological beliefs, learning approaches and academic self-efficacy among arts and maths female students. Method: The sample was 311 high school female students from Tehran education district 9 that they were chosen with multi stage cluster sampling, and completed epistemology questionnaire, study process questionnaire and student efficacy scales. Data were analyzed by descriptive statistics and ANOVA. Results: Results indicated that arts and maths students are different in belief in simplicity of knowledge and innate ability in learning, They aren’t identical in the using of surface approach and they are different in two subscale of self-efficacy – talent and effort-. Conclusion: providing bases for debate in the classroom, creating opportunities to practical work and thought have important effects in improving the epistemological beliefs in all students.