The Relationship Between Epistemological Beliefs and Self-regulated Learning Skills in the Online Course Environment

Abstract

Epistemological beliefs and self-regulated learning skills, as meta-cognitive constructs, have been suggested as being associated with positive learning outcomes. Results from research literature, however, have been mixed as to the impact of epistemological beliefs, self-regulated learning skills, or some combination of the two meta-cognitive constructs as being associated with academic achievement. The relationship between epistemological beliefs and self-regulated learning skills as associated with academic achievement among online learners was examined in this study.