The Schommer’s Epistemological Beliefs questionnaire is regularly used in studies on Epistemological Beliefs. However, many researchers pose some questions about the appropriateness of this instrument. The present study has been taken with the goal of investigating the reliability and factor structure of schommer’s Epistemological Beliefs questionnaire (1990). To do this, the questionnaire was translated into Persian (Farsi). Then, it was retranslated into English and compared with the original version to find and correct the gaps between the translated version and the original version. After the pilot study and resolving the possible mistakes, the final questionnaire was implemented for sample group consisting of 518 students studying in different fields in Tabriz Payame Noor University (302 students from humanities and 216 students from basic sciences). Cronbach Alpha calculation showed that none of reliability coefficients of sub-scales are acceptable. So, factor analysis was applied in this study to examine the construct validity and to reach an optimal factor structure. Before factor analysis of data, internal consistency was calculated for 63 questions.27 questions due to under. 10 and negative correlation between item-total score test were deleted from subsequent analyses. Using Principal Component's method, factor analysis was performed on 36 remaining questions. Investigatng of Scree plot of primary analysis sho wed two-factor solution. In order to achieve a two-factor structure, the analysis of Principal Components was done using Promax rotation method.20 questions, due to factor load below.35 or due to meaningful and equal load on more than one factor in several rotations was deleted. Final analysis showed loading of the remained 16 questions on two factors. These factors were nominated according to content of the questions covered by simple/absolute knowledge and fast/fixed learning. Calculation of Cronbach Alpha coefficient showed that the reliability of two obtained factors is acceptable.

The aim of present research was investigation of the relationship between Epistemological Beliefs, motivational Beliefs and mathematics selfefficacy with mathematics achievement. The sample was 600 students (263 boy, 337 girl) that were selected by clustering random sampling. In present research Schumer Epistemological Beliefs questionnaire, Pintrich, Smith, Garcia & Mckeachie Motivational Beliefs Questionnaire and Middleton & Midgley Mathematics self-efficacy questionnaire was used as a research tools. student score in mathematics in first term of 2012-2013 educational year was used as Criteria of mathematics achievement. The finding showed that among motivational Beliefs elements; intrinsic goal orientation, selfefficacy of learning Beliefs, intrinsic goal orientation & task value and among Epistemological Beliefs certainty of knowledge & fixed ability; and mathematic self-efficacy, Could predict mathematics achievement. The result showed meaningful relationship between Epistemological Beliefs, Motivational Beliefs, Mathematics self-efficacy and mathematics achievement. So we can make improvement in math achievement by Intervention in students Epistemological Beliefs, Motivational Beliefs and Mathematics self-efficacy.

Purpose: Epistemological Beliefs mean what people believe about the nature of knowledge and knowing that can be related to areas such as learning and theory of mind. The purpose of the present study was to investigate the growth of Epistemological Beliefs in 9-year-old girl children. Methodology: This was a qualitative grounded theory study. The study population consisted of elementary third grade girl students in Babolsar city in 2018 and 2019. A sample of 20 students through purposeful sampling method with Theoretical saturation was selected and the Epistemological Beliefs of these participants were examined in two stages over a period of one year. The research tool was in-depth interviews with emphasis on "draw, write, tell" technique which was used in both stages. Coding was also used to analyze the data. The validity of the findings was evaluated by triangulation method including expert review, continuous comparison of data and different methods of data collection. Findings: The Epistemological Beliefs of children emerged in five dimensions, including Ownership, Innateness, Exactness, simplicity and pace. Each of these dimensions was relatively complex, and developed over a period of one year, especially in dimension of ownership. Conclusion: Based on the findings, it can be said that the development of girl children's Epistemological Beliefs towards more complex Beliefs can occur if necessary conditions are in instructional Environments. Therefore, it is suggested that providing children with appropriate learning environments such as constructive learning environments and opportunities to reinforce the power of reasoning and argumentation.