Discipline-focused Beliefs about Knowledge and Learning, and Self-regulated Learning of College Students

A valid sample totaled 673 was derived from surveying seventeen Psychology classes among eight universities. The results showed that: (1) in terms of beliefs about knowledge, college students tend to believe the knowledge of Psychology is uncertain, complex, and need to be constructed and justified; and in terms of beliefs about learning, college students tend to disbelieve the learning of Psychology depends on innate ability or quick learning; (2) there are relationships between students’ background variables (sex, college experience, major field) and discipline-focused beliefs about knowledge and learning; (3) certainty of knowledge, complexity of knowledge, justification for knowing, and beliefs about learning could predict learning motivation positively; meanwhile, after controlling learning motivation, certainty of knowledge, construction of knowledge, and justification for knowing could predict learning strategies positively.