Ajzen I, Fisbein M (1980). Understanding attitudes and predicting social behavior. New Jersey: Englewood Cliffs, Prentice-Hall.

Aksan M (2006). Metaphors of anger: an outline of a cultural model. Mersin Üniversitesi Dil ve Edebiyat Dergisi, 3(1):31-59.

Aksan N, Sözer MA (2007). Üniversite öÄŸrencilerinin epistemolojik inançları ile problem çözme becerileri arasındaki iliÅŸkiler. Ahi Evran Üniversitesi KırÅŸehir EÄŸitim Fakültesi Dergisi (KEFAD), 8(1):31-50.

Aypay A (2011). ÖÄŸretme ve öÄŸrenme anlayışları ölçeÄŸi'nin Türkçe uyarlaması ve epistemolojik inançlar ile öÄŸretme ve öÄŸrenme anlayışları arasındaki iliÅŸki. Kuram ve Uygulamada EÄŸitim Bilimleri, 11(1):7-29.

Başaran İE (1978). Eğitim psikolojisi. Ankara: Bilim Matbaası.

BaÅŸbay A (2013). Analyzing the relationship of critical thinking and metacognition with epistemological beliefs through structural equation modeling. Education and Science, 38(169):249-262.

Bendixen LD, Rule DC (2004). An Integrative approach to personal epistemology: a guiding model. Educ. Psychol. 39:69-80.
Crossref

Biçer B, Er H, Özel A (2013). The relationship between the epistemological beliefs and educational philosophies of the teacher candidates adopted. J. Theory Practice Educ. 9(3):229-242.

BozanoÄŸlu Ä° (2004). Akademik güdülenme ölçeÄŸi: geliÅŸtirmesi, geçerliÄŸi, güvenirliÄŸi. Ankara Üniversitesi EÄŸitim Bilimleri Fakültesi Dergisi, 37(2):83-98.
Crossref

Buehl MM, Alexander PA, Murphy PK (2002). Beliefs about schooled knowledge: domain general or domain specific?. Contemporary Educ. Psychol. 27:415-449.
Crossref

Buehl M (2003). At the Crossroads of Epistemology and Motivation: Modeling the Relations between Students' Domain-Specific Epistemological Beliefs, Achievement Motivation, and Task Performance. Unpublished Doctoral Dissertation. Maryland University. America.

Buehl MM, Alexander PA (2005). Motivation and performance differences in students' domain-specific epistemological belief profiles. Am. Educ. Res. J. 42(4):697-726.
Crossref

Cevizci A (2005). Paradigma felsefe sözlüÄŸü. Ankara: Paradigma Yayınları.

Chen JA, Pajares F (2010). Implicit theories of ability of grade 6 science students: relation to epistemological beliefs and academic motivation and achievement in science. Contemporary Educ. Psychol. 35:75-87.
Crossref

Dahl TI, Bals M, Turi AL (2005). Are students' beliefs about knowledge and learning associated with their reported use of learning strategies?. Brit. J. Educ. Psychol. 75:257-273.
Crossref

DemirbaÅŸ M, YaÄŸbasan R (2006). An evaluative study of social learning theory based scientific attitudes on academic success, gender and socio-emotional level. Educ. Sci. Theory Prac. 6:363-371.

Deryakulu D, Bıkmaz FH (2003). Bilimsel epistemolojik inançlar ölçeÄŸinin geçerlik ve güvenirlik çalışması. EÄŸitim Bilimleri ve Uygulama, 2(4):243-257.

Deryakulu D (2004). The relationships between university students' learning and study strategies and their epistemological beliefs. Educ. Admin. Theory Prac. 38:230-249.

Eccles (Parsons) J, Adler TF, Futterman R, Goff SB, Kaczala CM (1983). Expectancies, values, and academic behaviors. In Achievement and Achievement Motivation, ed. JT Spence, 75–146. San Francisco: Freeman.

Eccles JS, Wigfield A, Flanagan CA, Miller C, Reuman DA, Yee D (1989). Self‐concepts, domain values, and self‐esteem: Relations and changes at early adolescence. J. Pers. 57(2):283-310.
Crossref

Eccles JS, Wigfield A, Harold R, Blumenfeld PB (1993a). Age and gender differences in children's self- and task perceptions during elementary school. Child Dev. 64(3):830-847.
Crossref

Eren E (1998). Örgütsel davranış ve yönetim psikolojisi. Ä°stanbul: Beta Yayınevi.

Fishbein M, Ajzen I (1975). Belief, attitude, intention and behavior. Reading, MA: Addison-Wesley.

Fulmer GW (2014). Undergraduates' attitudes toward science and their epistemological beliefs: positive effects of certainty and authority beliefs. J. Sci. Educ. Technol. 23(1):198-206.
Crossref

Hofer BK, Pintrich PR (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Rev. Educ. Res. 67:88-140.
Crossref

Hofer BK (1999). Instructional context in the college mathematics classroom: epistemological beliefs and student motivation. J. Staff Prog. Organ. Dev. 16 (2):73-82.

Hofer BK, Pintrich PR (Eds.). (2002). Personal epistemology: the psychology of beliefs about knowledge and knowing. Mahwah, NJ: Erlbaum.

Holschuh JL (1998). Epistemological beliefs in introductory biology: Addressing measurement concerns and exploring the relationship with strategy use. Unpublished doctoral dissertation, University of Georgia, Athens.

Kağıtçıbaşı Ç (1992). Ä°nsan ve insanlar. Ä°stanbul: Evrim Basımevi.

Kapucu S, Bahçivan E (2015). High school students' epistemological beliefs, self-efficacy in learning physics and attitudes towards physics: a structural equational model. Res. Sci. Technol. Educ. 33(2):252-267.
Crossref

KızılgüneÅŸ B, Tekkaya C, Sungur S (2009) Modeling the relations among students' epistemological beliefs, motivation, learning approach, and achievement. J. Educ. Res. 102(4)243-256.
Crossref

Kline RB (2005). Principles and Practice of Structural Equation Modeling, 2nd ed, New York: Guilford Press.

Koballa TR, Crawley FE (1985). The influence of attitude on science teaching and learning. School Sci. Math. 85(3):222-232.
Crossref

Korkmaz Ö, Åžahin A, YeÅŸil R (2011). Study of validity and reliability of scale of attitude towards scientific research. Elem. Educ. Online, 10(3):961-973.

KürÅŸad MÅž (2015). Bilimsel araÅŸtırmaya yönelik tutum ve epistemolojik inanç arasındaki iliÅŸkinin incelenmesi. Abant Ä°zzet Baysal Üniversitesi EÄŸitim Fakültesi Dergisi, 15(2):217-246.

Liang JC, Lee MH, Tsai CC (2010). The relations between scientific epistemological beliefs and approaches to learning science among science-major undergraduates in Taiwan. Asia-Pac. Educ. Researcher, 19(1):43-59.

Lin T, Deng F, Chai CS, Tsai C (2013). High school students' scientific epistemological beliefs, motivation in learning science, and their relationships: A comparative study within the Chinese culture. Int. J. Educ. Dev. 33:37-47.
Crossref

Meral M, Çolak E (2009). ÖÄŸretmen adaylarının bilimsel epistemolojik inançlarının incelenmesi. Ondokuz Mayıs Üniversitesi EÄŸitim Fakültesi Dergisi, 27:129-146.

Murphy PK, Buehl MM, Monoi S, Long JF (2002). Understanding the achievement of inner-city adolescents: The influence of epistemological beliefs and achievement goal orientation on academic achievement. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.

Osborne J, Simon S, Collins S (2003). Attitudes towards science: a review of the literature and its implications. Intern. J. Sci. Educ. 25(9):1049-1079.
Crossref

Önen AS (2011). The effect of candidate teachers' education and epistemological beliefs on proffessional attitudes. Hacettepe Univ. J. Educ. 41:293-301.

Özkal K, Tekkaya C, Sungur S, ÇakıroÄŸlu J, ÇakıroÄŸlu E (2010). Elementary students' scientific epistemological beliefs in relation to socio-economic status and gender. J. Sci. Teacher Educ. 21:873-885.
Crossref

Öztürk FÖ (2016). Bilimsel epistemolojik inançlar, bilimsel bilginin doÄŸası hakkındaki görüÅŸler ve bilimsel tutumlar üzerine bir çalışma: Abu Dhabi örneÄŸi. MuÄŸla Sıtkı Koçman Üniversitesi EÄŸitim Fakültesi Dergisi 3(2):16-29.

Pajares F (1992). Self-efficacy beliefs in academic settings. Rev. Educ. Res. 66:543-578.
Crossref

Paulsen MB, Feldman KA (1999). Student motivation and epistemological beliefs. New Directions for Teach. Learn. 78:17-25.

Pintrich P, Smith DA, Garcia T, Mc Keachie WJ (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educ. Psychol. Measure. 53:801-813.
Crossref

Pintrich PR (2002). The Role of Metacognitive Knowledge in Learning, Teaching and Assessing. Theory into Practice. Vol. 1, No. 1 - Vol. 48, No. 4. Taylor & Francis, Ltd.
Crossref

Pomeroy D (1993). Implications of teachers' beliefs about the nature of science: Comparison of the beliefs of scientists, secondary science teachers, and elementary teachers. Sci. Educ. 77(3):261-278.
Crossref

Preacher KJ, Hayes AF (2008). Asymptotic and resampling strategies for assessing and comparing ındirect effects in multiple mediator models. Behav. Res. Methods 40(3):879- 891.
Crossref

Preacher KJ, Hayes AF (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behav. Res. Methods Instrum. Comput. 36:717-731.
Crossref

Ravindran B, Greene BA, De Backer TK (2005). Predicting preservice teachers' cognitive engagement with goals and epistemological beliefs. J. Educ. Res. 98(4):222-232.
Crossref

SaracaoÄŸlu SA (2008). Lisansüstü öÄŸrencilerinin akademik güdülenme düzeyleri, araÅŸtırma kaygıları ve tutumları ile araÅŸtırma yeterlikleri arasındaki iliÅŸki. Yüzüncü Yıl Üniversitesi EÄŸitim Fakültesi Dergisi, 5(2):179-208.

Schommer M (1990). Effects of beliefs about the nature of knowledge on comprehension. J. Educ. Psychol. 82:498-504.
Crossref

Schommer-Aikins,M., & Hutter, R. (2002). Epistemological beliefs and thinking about everyday controversial ıssues. J. Psychol. 136:1.
Crossref

Schruba AE (2008). Evaluation of student attitude toward science and self-efficacy in a non-majors college biology course. Master's Thesis. Retrieved from ProQuest Dissertations and Theses database.

Siegel LS, Ryan EB (1984). Reading disability as a language disorder. RASE 5:28-33.
Crossref

ÅžimÅŸek ÖF (2007). Yapısal eÅŸitlik modellemesine giriÅŸ. Ankara: Ekinoks.

Tsai CC (1998). An analysis of scientific epistemological beliefs and learning orientations of Taiwanese eighth graders. Sci. Educ. 82:473-489.
Crossref

Weiner B (1992). Human motivation: metaphors, theories and research. Newbury Park, CA: Sage.

Wigfield A (2000). Expectancy-value theory of achievement motivation: a developmental perspective. Educ. Psychol. Rev. 6:1.
Crossref

Wigfield A, Eccles JS (2000). Expectancy-value theory of achievement motivation. Contemp. Educ. Psychol. 25:68-81.
Crossref

Wyre HS (2007). Critical thinking, metacognition, and epistemological beliefs. Unpublished Doctoral Dissertation. Educational Leadership University of Phoenix.