The Impact Of Epistemic Beliefs On Motivational Orientations Among Algerian University Students
Keywords:
Epistemic beliefs, Motivational orientations, University students, AlgeriaAbstract
This empirical study examines the impact of epistemic beliefs on motivational orientations among Algerian university students. In a shifting educational landscape, understanding how students’ conceptions of knowledge influence their motivation to learn is a key concern for educational psychology and teaching practices. The study was conducted with a sample of 500 undergraduate students enrolled in social sciences and psychology programs at three Algerian universities: Tizi Ouzou (central region), Constantine 2 (eastern region), and Aflou (southern region). A descriptive comparative design was adopted to examine differences in epistemic belief dimensions based on students’ dominant motivational orientation (intrinsic vs. extrinsic). Data were collected using two validated and culturally adapted instruments: the Epistemological Beliefs Scale (EBS) and the Motivational Orientation Scale (MOS). The EBS measures five dimensions related to students’ views on the nature of knowledge, while the MOS assesses both intrinsic and extrinsic motivational tendencies across several subdimensions. Statistical analyses (Student’s t-tests) revealed a significant impact of epistemic beliefs on two specific aspects of motivation. Students with extrinsic motivation were more likely to believe that knowledge is acquired quickly and effortlessly. In contrast, intrinsically motivated students tended to view knowledge as constructed and evolving—a more sophisticated epistemological stance. These findings suggest that fostering complex epistemic beliefs could support more autonomous and enduring forms of motivation. Within the Algerian university context, which remains strongly influenced by traditional, lecture-based instruction and rote learning, these results highlight the need for pedagogical strategies that encourage active learning, critical thinking, and metacognitive reflection. This study contributes to a deeper understanding of the psychological mechanisms involved in student engagement and provides actionable insights for enhancing motivation and academic success in higher education settings.
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