Examining epistemological beliefs towards learning of the students studying at the faculty of sport sciences

Abstract views: 280 / PDF downloads: 183





Epistemology, epistemological belief, learning, student, sports sciences


Many situations such as meta-cognitive, reasoning, and socio-cultural effects affect epistemological beliefs academically in terms of educators and individuals. In this direction, the effect of epistemological beliefs on teaching shows its academic importance. The research was carried out to examine the epistemological beliefs of the students of the faculty of sports sciences towards learning according to some variables. It was designed by adopting the descriptive survey model, which is among the quantitative research methods. The study group of the research consists of 279 students, 168 females (60.2%) and 111 (39.8%) males. In addition to the personal information form, the "Epistemological Beliefs Scale for Learning" was used in the study. Within the scope of the research, the IBM SPSS 25 package program was used in the implementation of the statistical processes of the data obtained from the students. No significant difference was found between the students' epistemological beliefs towards learning and the gender variable. A significant difference was found in all sub-dimensions between the students' epistemological beliefs towards learning and the sport type variable, the mean scores of team athletes in the dimension of accessing information and individual athletes in other dimensions are high. While no significant difference was found in the epistemic contradiction and access to information sub-dimensions between the students' epistemological beliefs about learning and the department variable, a significant difference was found in the other sub-dimensions. The mean scores of the students of sports management department were found to be high in absolute and single reality dimensions, and against genetic nature. A significant difference was found between students' epistemological beliefs towards learning and class and age variables.


Aksan, N. and Sözer, M.A. (2007). The relationships among epistemological beliefs and problem solving skills of university students. Journal of Ahi Evran University Kırsehir Education Faculty, 8(1), 31-50.

Akyıldız, S. (2018). Relationships between epistemological beliefs and teaching-learning approaches of high school teachers Journal of National Education, 47(217),77-96.

Alan, H. (2018). Epistemological and ontological dimensions of knowledge: the role and ımportance of ımplicit knowledge for organizations. Reyhanoğlu, M (Eds.), Current Issues in Management in the Light of Research (43-58). Nobel Publishing House.

Alemdağ, C. (2015). Physical education teacher candidates' epistemological beliefs, academic self-efficacy and learning approaches. Unpublished Doctoral Thesis. Karadeniz Technical University Institute of Education Sciences.

Ayaz, F. (2009). Prediction of science teacher candidates' epistemological beliefs. Unpublished Master’s Thesis, Ege University Social Sciences Institute.

Aypay, A. (2011). Turkish adaptation of epistemological beliefs scale and examination of pre-service teachers' epistemological beliefs. Eskişehir Osmangazi University Journal of Social Sciences, 12(1), 1-15.

Bayrak, E. Çoban, B. Çınar, V. & Coşkuner, Z. (2013). Investigation of scientific epistemological beliefs of physical education and sports school teacher candidates and education faculty teacher candidates in terms of different variables (Fırat University example). International Journal of Social Science, 6(2), 1817-1828. http://dx.doi.org/10.9761/JASSS_800

Belet, Ş. D. and Güven, M. (2011). Meta-cognitive strategy usage and epistemological beliefs of primary school teacher trainees. Educational Sciences: Theory & Practice, 11(1), 31-57.

Bhattacherjee, A. (2012). Social science research: principles, methods, and practices. Global Text Project.

Biçer, B., Er, H. & Özel, A. (2013). The relationship between pre-service teachers' epistemological beliefs and their educational philosophies. Journal of Theory & Practice in Education (JTPE), 9(3), 229-242.

Buğdaycı, S. (2019). Examining the epistemological beliefs of students of sports sciences. International Journal of Applied Exercise Physiology, 8(2), 1-7. https://dx.doi.org/10.30472/ijaep.v8i2.402

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, 75(2), 203-221. https://doi.org/10.1348/000709904X22683

Cevizci, A. (2011). Educational philosophy. Say Publishing.

Chan, K.W. and Elliott, R.G. (2004). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20(8), 817-831. https://doi.org/10.1016/j.tate.2004.09.002

Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education (Sixth). Oxon: Routledge.

Çoğaltay, N. (2016). The effect of scientific research methods course on pre-service science teachers' scientific epistemological beliefs and attitudes towards scientific research. Muş Alparslan University Journal of Social Sciences, 4(2), 125-140. https://doi.org/10.18506/anemon.258557

Demir, Ö. & Acar, M. (1992). Social science dictionary. Ağaç Publishing.

Demirli, C., Türel, Y.K. & Özmen, B. (2010). An investigation of computer technologies preservice teachers’ epistemological beliefs. 10th International Educational Technology Conference (IETC), Bogazici University.

Deryakulu, D. (2004). Individual differences in education. Kuzgun, Y. & Deryakulu, D. (Eds), In epistemological beliefs (259-288). Nobel Publishing House.

Deryakulu, D. and Bıkmaz, F. H. (2003). Validity and reliability study of scientific epistemological beliefs scale. Educational Sciences and Practice, 2(4), 243-257.

Deryakulu, D. and Büyüköztürk, Ş. (2005). Re-examination of the factor structure of the epistemological belief scale: epistemological by gender and type of education. Eurasian Journal of Educational Research, 18, 57-70.

Elder, A.D. (1999). An exploration of fifth grade students’ epistemological beliefs in science and an ınvestigation of their relation to science learning. Unpublished Doctoral Thesis. University of Michigan.

Enman, M. and Lupart, J. (2000). Talented female students' resistance to science: An exploratory study of postsecondary achievement motivation, persistence, and epistemological characteristics. High Ability Studies, 11(2), 161-178. https://doi.org/10.1080/13598130020001205

Erdamar, G.K. and Alpan-Bangir, G. (2011). Epistemological beliefs of teacher candidates. E-Journal of New World Sciences Academy, 6(4), 2689-2698.

Erdemir, E. and Koç, U. (2009). Is it possible to manage information? Knowledge management in the framework of critical management studies. Journal of Information Economy and Management, 4(2), 155-166.

Eren, A. (2006). Examining the general and field-based epistemological beliefs of university students. Unpublished Doctoral Thesis. Abant İzzet Baysal University, Instıtute of Social Sciences.

Eroğlu, S. E. and Güven, K. (2006). Examination of university students' epistemological beliefs in terms of some variables. Selçuk University Journal of Social Sciences Institute, (16), 295-312.

George, D. and Mallery, M. (2010). SPSS for windows step by step: A simple guide and reference, 17.0 Update. Pearson.

Güngör, N. B. and Yenel, F. (2017). The survey of relation between epistemological beliefs and leadershıp qualitie s of physical education and sports teaching department students. Journal of Physical Education and Sport Sciences, 19(2), 39-55.

Hammer, D. (1994). Epistemological beliefs in introductory physics. Cognition and Instruction, 12(2), 151-183. https://doi.org/10.1207/s1532690xci1202_4

Hofer, B. K. and 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

Hofer, B. K. (2001). Personal epistemology research: Implications for learning and teaching. Educational Psychology Review, 13(4), 353-383. https://doi.org/10.1023/A:1011965830686

İçen, M. (2012). The relationship between social studies teachers' epistemological beliefs and the teaching strategies they apply in the classroom. Turkish Studies, 11 (19), 434-460. https://dx.doi.org/10.7827/TurkishStudies.10027

Jehng, J.J. Johnson, S.D. & Anderson R.C. (1993). Schooling and students epistemolocigal beliefs about learning. Contemporary Educational Psychology, (18), 23-35. https://doi.org/10.1006/ceps.1993.1004

Karabulut, E. and Ulucan, H. (2012). Examination of scientific epistemological beliefs of physical education teacher candidates in terms of different variables. Journal of Sports and Performance Researches, 19(2), 39-44.

Karasar, N. (2007). Scientific research method: concepts, principles, techniques. Nobel Publication Distribution.

Kardash, C.M. and Howell, K.L. (2000). Effects of epistemological beliefs and topicspecific beliefs on undergraduates' cognitive and strategic processing of dual-positional text. Journal of Educational Psychology, 92(3), 524. https://doi.org/10.1037/0022-0663.92.3.524

Kaya, E. and Ekiçi, M. (2017). Examination of social studies teachers' epistemological beliefs and teaching styles in terms of various variables. Elementary Education Online, 16(2), 782-813. https://doi.org/10.17051/ilkonline.2017.304735

King, P.M. and Kitchener, K.S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. Jossey-bass higher and adult education series and jossey-bass social and behavioral science series. Jossey-Bass, 350 Sansome Street.

Koç, S. and Memduhoğlu, H. B. (2017). Pre-service teachers' epistemological beliefs: a mixed method study. Electronic Journal of Social Sciences, 16(60), 119-134. https://doi.org/10.17755/esosder.289655

Kutluca, A.Y. Soysal, Y. & Radmard, S. (2018). Applied adaptation and reliability study of epistemological beliefs towards learning scale. Theory and Practice in Education, 14(2), 129-152. https://doi.org/10.17244/eku.335287

Külcü, Ö. (2000). The relationship between epistemology and information services in the formation of theoretical knowledge and its transformation into social knowledge. Turkish Librarianship, 14(4), 386-411.

Liang, J.C. and Tsai, C.C. (2010). Relational analysis of college science‐major students’ epistemological beliefs toward science and conceptions of learning science. International Journal of Science Education, 32(17), 2273-2289. https://doi.org/10.1080/09500690903397796

Lin, T.J., Deng, F., Chai, C.S. & Tsai, C.C. (2013). High school students’ scientific epistemological beliefs, motivation in learning science, and their relationships: A comparative study within the Chinese culture. International Journal of Educational Development, 33(1), 37-47. https://doi.org/10.1016/j.ijedudev.2012.01.007

Magolda, M.B.B. (1992). Knowing and reasoning in college: Gender-related patterns in students' intellectual development. Jossey-Bass.

Murat, A. (2018). The effect of science teachers' thinking styles and epistemological beliefs on the methods and measurement tools they use. Unpublished Doctoral Thesis. Fırat University Institute of Education Sciences.

Önen, A. S. (2011). Examining students' epistemological beliefs and attitudes towards studying. Hacettepe University Faculty of Education Journal, 40, 300-309. https://doi.org/10.30855/gjes.2019.05.03.004

Özşaker, M., Canpolat, M. & Yıldız, L. (2011). The relationship between epistemological beliefs and self-esteem of physical education teacher candidates. Niğde University Journal of Physical Education and Sport Sciences, 5(2), 155-164.

Päuler-Kuppinger, L. and Jucks, R. (2017). Perspectives on teaching: Conceptions of teaching and epistemological beliefs of university academics and students in different domains. Active Learning in Higher Education, 18(1), 63-76. https://doi.org/10.1177/1469787417693507

Perry, W.G. (1970). Forms of intellectual and ethical development in the college years. Holt, Rinehart and Winston.

Perry W.G.J. (1981), ‘Cognitive and ethical growth: The making of meaning’, in Chickering A. W., (ed.) The Modern American College, San Francisco: Jossey Bass, pp. 76–116.

Piaget, J. (1970). Genetic epistemology. Columbia University Press.

Pomeroy, D. (1993). Implications of teachers' beliefs about the nature of science: Comparison of the beliefs of scientists, secondary science teachers, and elementary teachers. Science education, 77(3), 261-78.

Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504. https://doi.org/10.1037/0022-0663.82.3.498

Schommer, M. (1998). The influence of age and schooling on epistemological beliefs. The British Journal of Educational Psychology, (68), 551-562. https://doi.org/10.1111/j.2044-8279.1998.tb01311.x

Schommer-Aikins, M., Duell, O.K. & Hutter, R. (2005). Epistemological belief, mathematical problemsolving belief, and academic performance of middle school students'. Elementary School Journal, 105(3), 289-304. https://doi.org/10.1086/428745

Taşkın, Ç.Ş. (2012). Epistemological Beliefs: As predictors of preservice teachers' learning aprroaches. Journal of Mustafa Kemal University Institute of Social Sciences, 9(19), 273-285.

Terzi, A.R., Şahan, H.H. Çelik, H. & Zöğ, H. (2015). The relationship between pre-service teachers' epistemological beliefs and the principles of critical pedagogy. Journal of Education and Training Research, 4(1), 344-356.

Topdemir, H. G. (2008). Philosophy. Pegem Academy.




How to Cite

Yazıcı, Ömer F., KARGÜN, M., & Mergan, B. (2022). Examining epistemological beliefs towards learning of the students studying at the faculty of sport sciences. Journal of ROL Sport Sciences, 3(3), 56–71. https://doi.org/10.5281/zenodo.7132887