The study we propose focuses on analyzing the relationships between students’ epistemic beliefs (EBQ) from several faculties, self-regulated learning (SRL), and academic performance (GPA). A sample of N=202 participants was involved in the research, where we applied two questionnaires: the Epistemic Beliefs Questionnaire (EBQ) and the Motivated Learning Strategies Questionnaire (MSLQ). After applying multiple linear regression, we found that self-regulated learning and epistemic beliefs accounted for a small variation in academic performance (R² = 0.048). However, setting a new direction for the study, it was found that epistemological beliefs had a statistically significant predictive power, but, interestingly, in a negative correlation: the stronger the belief in a particular epistemology of knowledge, the lower the academic performance. Thus, the study highlights the complex dynamics of the relationship between students’ ideas about the essence of knowledge, their ability to self-regulate the learning process, and their academic achievements, while emphasizing the need to consider potentially simplified mediators and contextual factors and ultimately calling for more nuanced and tailored approaches in pedagogical practice that can take into account the full range of these relationships.
Keywords: academic performance; epistemic beliefs; higher education; self-regulated learning