Akademik Veri Yönetim Sistemi
HACETTEPE UNIVERSITESI EGITIM FAKULTESI DERGISI-HACETTEPE UNIVERSITY JOURNAL OF EDUCATION, cilt.35, sa.1, ss.179-199, 2020 (ESCI)
Within this research, it is aimed to reveal the predictive and explanatory relationships among the middle school students' social studies-focused epistemological beliefs, learning approaches, academic-risk taking behaviors and their course success on the suggested model. 494 students chosen from the public middle schools in Yunusemre district of the city of Manisa in 2017-2018 academic year through simple random sampling constitute the sampling of the research in which the multi-factor complex predictive correlational pattern has been used. While determining, the students' epistemological beliefs "Middle School Students' Epistemological Belief Inventory"; determining the learning approaches, "Social Studies Learning Conceptions Scale", determining the academic risk taking behaviors, "Social Studies-Oriented Academic Risk-Taking Scale'' and while determining the social studies course, success written exam marks were used. The structural equation modeling was used to test the suggested model. The findings have indicated that middle school students' social studies-focused epistemological beliefs meaningfully predict the learning approaches, academic risk-taking behaviors and their academic success. Social studies learning approaches have meaningfully predicted their academic risk-taking behaviors. Learning approaches and academic risk-taking behaviors have meaningfully but partially predicted social studies academic success. The results of the research shows that the relevant variables have a direct and indirect influence on social studies course success. Keywords: Social studies, middle school students, epistemological beliefs, learning approaches, academic risk taking, structural equation modeling, predictor correlation model