Understanding the Link Between Epistemological Beliefs and Academic Achievement: A Meta-Analytic Review

Elif Öztürk; Gökhan Öztürk

doi:10.63612/ijesp.1702246

Understanding the Link Between Epistemological Beliefs and Academic Achievement: A Meta-Analytic Review

Abstract

This study synthesized prior research examining the relationship between epistemological beliefs (EB) and academic achievement across K–16 educational settings. A meta-analysis of 15 studies (N = 9,223) reporting correlational statistics yielded a small but statistically significant mean effect size (r = .19, SE = .01, p < .001), indicating a positive association between EB and academic performance. Moderator analyses using regression and ANOVA identified several variables that significantly influenced the strength of this relationship, including students’ demographic characteristics, measurement reliability, and contextual factors such as country and grade level. Notably, the effect size was larger in college samples and Western countries compared to secondary education and non-Western contexts. The findings underscore the importance of considering methodological and cultural variation in understanding how EB relate to achievement.

Keywords

Ethical Statement

This study is a meta-analytic research that synthesizes existing data from previously published studies. Since no new data were collected from human participants or animals, and all analysed data were derived from publicly available sources, no ethical committee approval was required for this study. All data included in the analysis were obtained from published studies that adhered to their respective ethical guidelines.

References

Arslantaş, H. A. (2016). Epistemological Beliefs and Academic Achievement. Journal of Education and Training Studies, 4(1), 215-220. https://doi.org/10.11114/jets.v4i1.1107
Barger, M. M., Wormington, S. V., Huettel, L. G., & Linnenbrink-Garcia, L. (2016). Developmental changes in college engineering students’ personal epistemology profiles. Learning and Individual Differences, 48, 1-8. https://doi.org/10.1016/j.lindif.2016.04.002
Bråten, I., & Strømsø, H. I. (2004). Epistemological beliefs and implicit theories of intelligence as predictors of achievement goals. Contemporary Educational Psychology, 29(4), 371-388. https://doi.org/10.1016/j.cedpsych.2003.10.001
Cano, F. (2005). Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance. British Journal of Educational Psychology, 28, 203-221. https://doi.org/10.1348/000709904X22683
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
Ding, X., Li, S., Zhang, X., & Shi, J. (2024). The mediating role of executive function between socioeconomic status and academic achievement: A meta-analytic structural equation model. Learning and Individual Differences, 110, 102418. https://doi.org/10.1016/j.lindif.2024.102418
Dunekacke, S., Jenßen, L., Eilerts, K., & Blömeke, S. (2016). Epistemological beliefs of prospective preschool teachers and their relation to knowledge, perception, and planning abilities in the field of mathematics: a process model. ZDM, 48(1-2), 125-137. https://doi.org/10.1007/s11858-015-0711-6
Dupeyrat, C., & Mariné, C. (2005). Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck’s model with returning to school adults. Contemporary Educational Psychology, 30(1), 43-59. https://doi.org/10.1016/j.cedpsych.2004.01.007 Encyclopedia of Philosophy. (1967), Volume 3, Macmillan, Inc.

Erikson, E. (1968) Identity, youth and crisis. New York, NY: W. W. Norton & Company. Evans, L. (2024). What is academic development? Contributing a frontier-extending conceptual analysis to the field’s epistemic development. Oxford Review of Education, 50(4), 451-467. https://doi.org/10.1080/03054985.2023.2236932
Garcia-Mila, M., Felton, M., Miralda-Banda, A., & Castells, N. (2023). Pre-service teachers’ knowledge, beliefs and predispositions to teach argumentation in their disciplines. Journal of Education for Teaching, 49(4), 648-666. https://doi.org/10.1080/02607476.2022.2150536
Glass, G. V. (1976). Primary, secondary, and meta-analysis of research. Educational Researcher, 5, 3-8. https://doi.org/10.3102/0013189X005010003
Hansen, K., & Henderson, M. (2019). Does academic self-concept drive academic achievement? Oxford Review of Education, 45(5), 657-672. https://doi.org/10.1080/03054985.2019.1594748
Hofer, B. K., & Pintrich, P. R. (1997). The development of epistemological 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
Kampa, N., Neumann, I., Heitmann, P., & Kremer, K. (2016). Epistemological beliefs in science- a person-centered approach to investigate high school students' profiles. Contemporary Educational Psychology, 46, 81-93. https://doi.org/10.1016/j.cedpsych.2016.04.007
Lipsey, M. W., & Wilson, D. B. (2001). Practical meta-analysis. Thousand Oaks, CA: Sage.
Lodewyk, K. R. (2007). Relations among epistemological beliefs, academic achievement, and task performance in secondary school students. Educational Psychology, 27(3),307-327. https://doi.org/10.1080/01443410601104080
Madjar, N., Weinstock, M., & Kaplan, A. (2017). Epistemic beliefs and achievement goal orientations: Relations between constructs versus personal profiles. The Journal of Educational Research, 110(1), 32-49. https://doi.org/10.1080/00220671.2015.1034353
Oh, S. A., Chung, E. K., Han, E. R., Woo, Y. J., & Kevin, D. (2016). The relationship between medical students’ epistemological beliefs and achievement on a clinical performance examination. Korean Journal of Medical Education, 28(1), 29. https://doi.org/10.3946/kjme.2016.7
Pamuk, S., Sungur, S., & Oztekin, C. (2016). A Multilevel Analysis of Students’ Science Achievements in Relation to their Self-Regulation, Epistemological Beliefs, Learning Environment Perceptions, and Teachers’ Personal Characteristics. International Journal of Science and Mathematics Education, 1-18. https://doi.org/10.1007/s10763-016-9761-7
Paulsen, M. B., & Wells, C. T. (1998). Domain differences in the epistemological beliefs of college students. Research in Higher Education, 39(4), 365-384. https://doi.org/10.1023/A:101878521922
Pereira, Í. S. P., Russell, T., & Riaño, X. A. G. (2024). Enhancing student teachers’ epistemology of reflective practice while still at the university: Evidence from a sheltered reflective practicum. Journal of Education for Teaching, 50(1), 107-123. https://doi.org/10.1080/02607476.2023.2193147
Perry, W. G., Jr. (1968). Patterns of development in thought and values of students in a liberal arts college: A validation of a scheme. Cambridge, MA: Bureau of Study Counsel, Harvard University. (ERIC Document Reproduction Service No. ED 024315).
Rastegar, A., Jahromi, R. G., Haghighi, A. S., & Akbari, A. R. (2010). The relation of epistemological beliefs and mathematics achievement: the mediating role of achievement goals, mathematics self-efficacy, and cognitive engagement. Procedia-Social and Behavioral Sciences, 5, 791-797. https://doi.org/10.1016/j.sbspro.2010.07.186
Schommer, M, (1993). Epistemological development and academic performance among secondary student. Journal of Educational Psychology, 85(3), 406-411. https://doi.org/10.1037/0022-0663.85.3.406
Schommer-Aikins, M., & Easter, M. (2006). Ways of knowing and epistemological beliefs: Combined effect on academic performance. Educational Psychology, 26(3), 411-426. https://doi.org/10.1080/0144341050034130
Spiegel, J. A., Goodrich, J. M., Morris, B. M., Osborne, C. M., & Lonigan, C. J. (2021). Relations between executive functions and academic outcomes in elementary school children: A meta-analysis. Psychological Bulletin, 147(4), 329. https://doi.org/10.1037/bul0000322
Stucke, N. J., & Doebel, S. (2024). Early childhood executive function predicts concurrent and later social and behavioral outcomes: A review and meta-analysis. Psychological Bulletin, 150(10), 1178. https://doi.org/10.1037/bul0000445
Thompson, B. (2008). Foundations of behavioral statistics. NY: Guilford
White, B. C. (2000). Pre-service teachers' epistemology viewed through perspectives on problematic classroom situations. Journal of Education for Teaching, 26(3), 279-305. https://doi.org/10.1080/713676891
Willson, V. L. (1983). A meta-analysis of the relationship between science achievement and science attiude: Kindergarten through college. Journal of Research in Science Teaching, 20(5), 839-850. https://doi.org/10.1002/tea.3660200906
Wright, P. (2013). Theory of knowledge or knowledge of the child? Challenging the epistemological assumptions of the curriculum debate on geography from an alternative viewpoint. Oxford Review of Education, 39(2), 193-210. https://doi.org/10.1080/03054985.2013.783796
Xu, Z. (2023). Examining the factors influencing mathematics academic achievement in mainland China: A multilevel analysis. Oxford Review of Education, 49(3), 390-407. https://doi.org/10.1080/03054985.2022.2091537
Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relation between self-beliefs and academic achievement: A meta-analytic review. Educational Psychologist, 39(2), 111-133. https://doi.org/10.1207/s15326985ep3902_3
Zhai, J., & Yan, X. (2022). Epistemic analysis of high school science teachers’ class talks. Journal of Education for Teaching, 48(2), 259-262. https://doi.org/10.1080/02607476.2021.2004075

Details

Primary Language

English

Subjects

Learning Sciences

Journal Section

Research Article

Authors

Elif Öztürk ^*
0000-0002-0999-115X
Türkiye

Gökhan Öztürk
0000-0002-7236-3850
Türkiye

Publication Date

December 29, 2025

Submission Date

May 21, 2025

Acceptance Date

August 14, 2025

Published in Issue

Year 2026 Volume: 7 Number: 1

DOI

https://doi.org/10.63612/ijesp.1702246

IZ

https://izlik.org/JA87LX75LL

Cite

RIS / Bibtex

APA

Öztürk, E., & Öztürk, G. (2025). Understanding the Link Between Epistemological Beliefs and Academic Achievement: A Meta-Analytic Review. International Journal of Educational Studies and Policy, 7(1), 1-23. https://doi.org/10.63612/ijesp.1702246

AMA

1.Öztürk E, Öztürk G. Understanding the Link Between Epistemological Beliefs and Academic Achievement: A Meta-Analytic Review. IJESP. 2025;7(1):1-23. doi:10.63612/ijesp.1702246

Chicago

Öztürk, Elif, and Gökhan Öztürk. 2025. “Understanding the Link Between Epistemological Beliefs and Academic Achievement: A Meta-Analytic Review”. International Journal of Educational Studies and Policy 7 (1): 1-23. https://doi.org/10.63612/ijesp.1702246.

EndNote

Öztürk E, Öztürk G (December 1, 2025) Understanding the Link Between Epistemological Beliefs and Academic Achievement: A Meta-Analytic Review. International Journal of Educational Studies and Policy 7 1 1–23.

IEEE

[1]E. Öztürk and G. Öztürk, “Understanding the Link Between Epistemological Beliefs and Academic Achievement: A Meta-Analytic Review”, IJESP, vol. 7, no. 1, pp. 1–23, Dec. 2025, doi: 10.63612/ijesp.1702246.

ISNAD

Öztürk, Elif - Öztürk, Gökhan. “Understanding the Link Between Epistemological Beliefs and Academic Achievement: A Meta-Analytic Review”. International Journal of Educational Studies and Policy 7/1 (December 1, 2025): 1-23. https://doi.org/10.63612/ijesp.1702246.

JAMA

1.Öztürk E, Öztürk G. Understanding the Link Between Epistemological Beliefs and Academic Achievement: A Meta-Analytic Review. IJESP. 2025;7:1–23.

MLA

Öztürk, Elif, and Gökhan Öztürk. “Understanding the Link Between Epistemological Beliefs and Academic Achievement: A Meta-Analytic Review”. International Journal of Educational Studies and Policy, vol. 7, no. 1, Dec. 2025, pp. 1-23, doi:10.63612/ijesp.1702246.

Vancouver

1.Elif Öztürk, Gökhan Öztürk. Understanding the Link Between Epistemological Beliefs and Academic Achievement: A Meta-Analytic Review. IJESP. 2025 Dec. 1;7(1):1-23. doi:10.63612/ijesp.1702246

Cited By

Motivación y aprendizaje autorregulado como predictores del rendimiento académico en estudiantes avanzados de Medicina.

Revista Española de Educación Médica

https://doi.org/10.6018/edumed.695541