Warm Achievement in Science: Interactions between Epistemic Beliefs, Motivational Beliefs and Knowledge

This study examined the role of students’ knowledge and “warm” characteristics to explain achievement differences in the domain of science. To extend current research, we were interested in testing a comprehensive model that includes simultaneous interactions between domain-specific epistemic beliefs, achievement goals, knowledge, self-concept, and self-efficacy. Participants were 193 high school students in grade 11. Structural equation modeling was performed to test the hypothesized relations among the observed variables. Starting from a baseline model, variables and paths were removed on the basis of statistical reasoning and theoretical aspects. A revised model provided a good fit for the results obtained. This model indicated that science epistemic beliefs were directly related positively to mastery-approach. In turn, mastery-approach was positively related to knowledge in science. Epistemic beliefs were also directly related to knowledge, which had a direct effect on achievement in science. Mastery-approach was also positively related to self-concept and self-efficacy. Finally, both self-concept and self-efficacy had a direct effect on achievement. The study is of educational significance, especially for science teachers, as it indicates the complex and delicate interplay of individual characteristics that underlies academic achievement in science, starting from the role of domain-specific epistemic beliefs.