The role of cognitive assessments and epistemological beliefs in Predicting students' academic engagement

Introduction: Academic engagement is a multidimensional construct, that they are involved in which cognitive factors, including cognitive assessments and epistemological beliefs. Aim: The purpose of this study was to evaluate the role of cognitive assessments and epistemological beliefs in predicting academic engagement of students. Method: The research method was determining the role of cognitive assessments and epistemological beliefs in predicting academic engagement students. The statistical population of this study consisted of all were students of Payame Noor University of Tabriz in the academic year of 2017-2018. The population of this study was 400 students were select through cluster sampling. The data were collected through questionnaires of academic engagement, cognitive assessment and epistemological beliefs. Data analysis was performed by Pearson correlation coefficient and multiple regression analysis. Results: The results of this study showed that there is a positive and significant relationship between the components of cognitive assessments, self-efficacy, internal evaluation and epistemological beliefs about the certainty of knowledge with academic engagement. On the other hand, there is a negative and significant relationship between the speed of learning and the intrinsic nature of epistemological beliefs with academic engagement. Also, the results of regression analysis showed that cognitive assessment and epistemological beliefs can predict the variables of academic involvement in students. Conclusion: Attention to cognitive assessment and epistemological beliefs play an important role in academic engagement.