The dimensionality of personal beliefs; the investigation of beliefs based on the field study

Abstract
The purpose of this study is to examine whether personal epistemological beliefs are
more sensitive to domain study or not. We also examine the relation of this belief
with other relevant factors such as parent education, gender, attitude, and academic
performance. Two hundred seventy-six students from mathematics education and
primary teacher education participated in this study (15 % male and 85% female,
mean age = 20.65). A quantitative approach was used in the present study. The
finding of this study suggested that certainty of knowledge and attainability of the
truth are more specific domains. Mathematics education students hold stronger
beliefs about the certainty of knowledge than primary teacher education students, the
principle in mathematics is unchanging, and most of the truth in mathematics is
already found. In contrast, the beliefs about the justification for knowing and the
source of knowledge are more general domains. We found mathematics education
students and primary teacher education are equal in their beliefs about the
justification for knowing and the source of knowledge. The influence of these beliefs
on academic performance is significant. In both field studies, personal
epistemological beliefs correlate with attitudes toward academic performance. Both
Male and female students in the mathematics education and primary teacher
education department are equal in personal epistemological beliefs. This study
contributes to improving students' academic performance in higher education.
Keywords: beliefs, attitudes, performance, parent education, gender.