The mediation role of epistemological beliefs in the relationship culture values and metacognitive strategies

Document Type : Research Paper

Authors

1 Assistant Professor, Department of Psychology and Counselling, Farhangian University, Tehran, Iran.

2 Assistant Professor, Department of Educational Management, Farhangian University, Tehran, Iran

3 Faculty member of Farhangian University, Shahid Rajaei Campus, Urmia, Iran

Abstract

The purpose of the present study is to investigate the relationship between Hofstede cultural values, epistemological beliefs and metacognitive strategies using structural equation modeling. The statistical population of the study included all student teachers of Farhangian University of Tehran (Shahid Mofateh Shahr-e-Rey Campus and Etrat Vavan Islamshahr Higher Education Center) which was about 1040 people, 361 of them participated in the study. Findings of SEM revealed femininity/masculinity, collectivism/individualism, power distance and long term orientation exerted a direct significant influence on knowledge structure. Meanwhile collectivism/individualism, power distance, uncertainty avoidance and long term orientation were found to directly influence knowledge acquisition speed. Power distance exerted direct, significant influence on knowledge stability as well as knowledge source. On the other hand, collectivism/individualism, power distance and long term orientation had a direct influence on knowledge acquisition control. Other findings showed while the direct influences of knowledge structure and knowledge source on metacognitive strategies were significant and positive, knowledge acquisition control and knowledge acquisition speed negatively influenced metacognitive strategies. Overall, it can be concluded that the findings highlight the importance of cultural values in in epistemological beliefs and, hence in metacognitive strategies among students.

Keywords

References

Aditomo, A. (2018). Epistemic beliefs and academic performance across soft and hard disciplines in the first year of college, Journal of further and Higher Education, 42 (4), 482-496. https://doi.org/10.1080/0309877X.2017.1281892
Akour, I. (2006). Factors influencing faculty computer literacy and use in Jordan: A multivariate analysis. Dissertation in MA in Educational Research, Louisiana: Tech University.
Amani-Saribegloo, J., Gholamalilavasani, M., Ejeh, J., & Khezriazar, Hemn. (2012). The relationship between cultural values ​​and individual variables with the amount of computer use in students. Journal of Behavioral Sciences, 5 (1), 1-10. [In Persian]
Arnold, I. J., & Versluis, I. (2019). The influence of cultural values and nationality on student evaluation of teaching, International Journal of Educational Research, 1 (98), 13-24. https://doi.org/10.1016/j.ijer.2019.08.009
Ashrafzadeh, T., Issazadegan, A., & Mikaeili, F. (2018). The structural relationship between academic self-efficacy and epistemological beliefs with students' academic performance: The mediating role of study skills. Bi-Quarterly Journal of Cognitive Strategies in Learning, 6 (11), 21-43. https://doi.org/10.22084/j.psychogy.2018.11707.1438 [In Persian]
Baker, A. R., & Anderman, L. H. (2020). Are epistemic beliefs and motivation associated with belief revision among postsecondary service-learning participants?, Learning and Individual Differences, 1 (78), 101- 843. https://doi.org/10.1016/j.lindif.2020.101843
Barat Dastjerdi, N., Davarpanah, S. H. (2019). Structural Equations Modeling of Relations between Abilities of the Learning Management System to Improvement Motivational Beliefs and Self-Regulation Learning Strategies of Virtual Students in University of Isfahan. Biquarterly Journal of Cognitive Strategies in Learning, 7(12), 87-108. https://doi.org/10.22084/j.psychogy.2018.14825.1662 [In Persian]
Bronfenbrenner, U. (1979). The ecology of human development. Cambridge, MA: Harvard Press.
Buske, R., & Zlatkin-Troitschanskaia, O. (2019). Investigating principals’ data use in school: The impact of evidence-oriented attitudes and epistemological beliefs. Educational Management Administration & Leadership, 47 (6), 925-942. https://doi.org/10.1177/1741143218753192
Cano, F., & Cardelle-Elawar, M. (2008). Family environment, Epistemological beliefs, learning strategies, and academic performance: A path analysis. Knowing, Knowledge and beliefs, 1 (5), 219-239. https://doi.org/10.1007/978-1-4020-6596-5_10
Chan, K. W. (2006). The structure and nature of epistemological beliefs: Implications from literature review and syntheses of research findings. Journal of Psychology in Chinese Societies, 7 (1), 141–161. https://doi.org/10.1037/h0100582
Chen, J. A., & Pajares, F. (2010). Implicit theories of ability of Grade 6 science students: Relation to epistemological beliefs and academic motivation and achievement in science. Contemporary Educational Psychology, 35 (1), 75-87. https://doi.org/10.1016/j.cedpsych.2009.10.003
DeBacker, T. K., & Crowson, H. M. (2006). Influences on cognitive engagement: Epistemological beliefs and need for closure. British Journal of Educational Psychology, 76 (3), 535-551. https://doi.org/10.1348/000709905X53138
Duell, O. K., & Schommer-Aikins, M. (2001). Measures of people’s beliefs about knowledge and Learning. Educational Psychology Review, 13 (1), 419-49. https://doi.org/10.1023/A:1011969931594
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation personality. Psychological Review, 1 (95), 256–273. https://doi.org/10.1037/0033-295X.95.2.256
Favaretto, R. M., Musse, S. R., & Costa, A. B. (2019). Detecting Hofstede Cultural Dimensions. In Emotion, Personality and Cultural Aspects in Crowds (pp. 93-103). Springer: Cham.
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equations models with unobservable variables and measurement error. Journal of Marketing Research, 18 (1), 39-50. https://doi.org/10.1177/002224378101800313
Gefen, D., Straub, D. W., & Boudreau, M. C. (2000). Structural equation modeling and regression: Guidelines for research practice, Communications of the Association for Information Systems, 4 (1), 1–79. https://doi.org/10.17705/1CAIS.00407
Hofer, B. K. (2001). Personal epistemology research: Implications for learning and instruction. Educational Psychology Review, 13 (1), 353–383. https://doi.org/10.1023/A:1011965830686
Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemic theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67 (1), 88–140. https://doi.org/10.3102/00346543067001088
Hofstede, G. & Hofstede, G. J. (2005). Cultures and Organizations: Software of the Mind. New York: McGraw-Hill.
Hofstede, G. (1980). Culture’s consequences: International differences in work-related values. Beverly Hills, CA: Sage.
Hofstede, G. (1986). Cultural differences in teaching and learning. International Journal of intercultural relations, 10 (3), 301-320. https://doi.org/10.1016/0147-1767(86)90015-5
Hofstede, G. (2011). Dimensionalizing cultures: the Hofstede model in context. Online Readings in Psychology and Culture, 2 (1), 1- 8. https://doi.org/10.9707/2307-0919.1014
Hofstede, G. (2019). The 6d Dimensions Model of National Culture. Geert Hofstede: New York
Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and Structures: Software of the Mind. revised and expanded 3rd ed. McGraw-Hill: New York, NY.
Hofstede, G., Van Deusen, C., Mueller, C., & Charles, T. (2020). A study in fifteen countries. Organizational Collaboration: Themes and Issues.
Huang, S. S., & Crotts, J. (2019). Relationships between Hofstede's cultural dimensions and tourist satisfaction: A cross-country cross-sample examination. Tourism management, 72 (2), 232-241. https://doi.org/10.1016/j.tourman.2018.12.001
Jehng, J. C. J., Johnson, S. D., & Anderson, R. C. (1993). Schooling and students’ epistemological beliefs about learning. Contemporary Educational Psychology, 18 (3), 23-25. https://doi.org/10.1006/ceps.1993.1004
Kahsay, M. T. (2019). EFL Students â Epistemological Beliefs and Use of Cognitive and Metacognitive Strategies in Bahir Dar University. International Journal of Foreign Language Teaching and Research, 7 (26), 69-83. https://doi.org/10.18844/ijflsr.v7i26.4204
Lerner, R. M. (1995). The place of learning within the human development system: A developmental contextual perspective. Human Development, 38 (6), 361-366. https://doi.org/10.1159/000278342
Lieb, M. M. (2019). Investigating the Relationship between Cultural Dimensions of Learning and English Language Proficiency. TESL-EJ, 24 (2), 1-10.
Liu, S. H. (2017). Relationship between the factors influencing online help-seeking and self-regulated learning among Taiwanese preservice teachers. Computers in Human Behavior, 72 (1), 38-45. https://doi.org/10.1016/j.chb.2017.02.034
Mansyur, J., Lestari, W., Werdhiana, I. K., & Rizal, M. (2018). Students' Metacognition Skills in Physics Problem Solving Based on Epistemological Beliefs, In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017): Atlantis Press.
Muis, K. R. (2007). The role of epistemic beliefs in self-regulated learning. Educational Psychologist, 42 (2), 173-190. https://doi.org/10.1080/00461520701416306.
Muis, K. R., & Franco, G. M. (2009). Epistemic beliefs: setting the standards inselfregulated learning. Contemporary Educational Psychology, 34 (1), 306-318. https://doi.org/10.1016/j.cedpsych.2009.06.005.
Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart & Winston.
Pintrich, P. R. & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82 (1), 33-40. https://doi.org/10.1037/0022-0663.82.1.33
Saif, D., Latifian, M., & Razavieh, A. (2007). The relationship between epistemological and motivational beliefs of gifted students about the learning process and mathematical knowledge. Journal of Psychology and Educational Sciences, 1 (2), 1-19. [In Persian]
Schoenfeld, A. H. (1983). Beyond the purely cognitive: Belief systems, social cognitions, and metacognitions as driving forces in intellectual performance. Cognitive Sciences, 7 (2), 329–363. https://doi.org/10.1207/s15516709cog0704_3
Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82 (2), 498-504. https://doi.org/10.1037/0022-0663.82.3.498
Schommer–Aikins, M. (2004). Explaining the epistemological belief system: Introducing the embedded systemic model and coordinated research approach. Educational Psychologist, 39 (5), 19–29. https://doi.org/10.1207/s15326985ep3901_3
Schommer-Aikins, M. (2019). An emerging conceptualization of epistemological beliefs and their role in learning. Routledge: Atlantis Press.
Schommer-Aikins, M., Duell, O. K., & Hutter, R. (2005). Epistemological beliefs, mathematical problem-solving beliefs and academic performance of middle school students. The Elementary School Journal, 105 (1), 289–304. https://doi.org/10.1086/428745
Sepehrianazar, F., & Moghadam, Z. (2020). The relationship Epistemological Beliefs and Self-regulated Learning Strategies: Mediatory role of Metacognitive Knowledge and Metacognitive Skill. Teaching and Learning Research, 14(2), 55-66. https://doi.org/10.22070/tlr.2020.2512 [In Persian]
Srite, M. (2000). The influence of national culture on the acceptance and use of information technologies: An empirical study. PhD thesis in educational management, Florida State University.
Srite, M., & Karahanna, E. (2006). The role of espoused national cultural values in technology acceptance. MIS Quart, 30 (3), 679–704. https://doi.org/10.2307/25148745
Sulimma, M. (2009). Relations between epistemological beliefs and culture classifications. Multicultural Education & Technology Journal, 3 (1), 74-89. https://doi.org/10.1108/17504970910951165
Valle, A., Cabanach, R. G., Nunez, J. C., Gonzalez-Pienda, J. A., Rodriguez, S., & Pineiro, I. (2003). Cognitive, motivational and volitional dimensions of learning: An empirical test of a hypothetical model. Research in Higher Education, 44, 557–580. https://doi.org/10.1023/A:1024214706910
Vosniadou, S., Lawson, M. J., Wyra, M., Van Deur, P., Jeffries, D., & Ngurah, D. I. G. (2020). Pre-service teachers’ beliefs about learning and teaching and about the self-regulation of learning: A conceptual change perspective. International Journal of Educational Research, 99 (1), 101-495. https://doi.org/10.1016/j.ijer.2019.101495
Watson, R. T., Ho, T. H., & Raman, K. S. (1994). Culture: a fourth dimension of group support systems. Commun, ACM, 37 (10), 44–55. https://doi.org/10.1145/194313.194320
Yang, H. (2019). On Hofstede’s Two Cultural Dimensions: Individualism-Collectivism and Power Distance. Louisiana: Tech University.
Zare, M., & Homayuni, A. (2019). Modeling structural relationships between epistemological beliefs with the mediation of learning strategies on students' English language anxiety. Educational Strategies in Medical Sciences, 12 (2), 1-10. [In Persian]

Files

Share

How to cite

Statistics