Predicting Learning Beliefs Based on Theory of Mind and Academic Burnout
Keywords:
Learning beliefs, theory of mind, academic burnoutAbstract
Objective: This study aimed to examine the predictive role of theory of mind and academic burnout on learning beliefs among secondary school students.
Methods and Materials: This descriptive-correlational study involved a statistical population of high school students in Tehran during the current academic year. Based on the Krejcie and Morgan table, 400 students were selected through cluster random sampling. Data collection tools included the Schommer Learning Beliefs Questionnaire, Hutchins’ Theory of Mind Scale, and the Maslach Academic Burnout Inventory. Data analysis was conducted using SPSS-27 through Pearson correlation and multiple regression analysis.
Findings: The results indicated a significant positive correlation between theory of mind and learning beliefs (r = 0.56, p < 0.01), and a significant negative correlation between academic burnout and learning beliefs (r = -0.48, p < 0.01). Multiple regression analysis confirmed that both variables significantly predicted learning beliefs (R² adj = 0.37, F = 120.54, p < 0.001), with theory of mind showing a positive effect (β = 0.49) and academic burnout showing a negative effect (β = -0.38).
Conclusion: The findings suggest that learning beliefs are influenced by a combination of cognitive and emotional factors. The ability to understand mental states supports positive learner attitudes, while academic burnout weakens motivation and self-efficacy, thereby diminishing learning beliefs.
Downloads
References
Alghasab, M. (2025). Exploring Kuwaiti English as a Foreign Language Teachers’ Beliefs About Language Learning: A Mixed Methods Study. Arab World English Journal, 16(1), 451-468. https://doi.org/10.24093/awej/vol16no1.28
Ali, R., Haider, S. Z., & Munawar, U. (2020). Pakistani High Performing and Low Performing Secondary School Science Students’ Beliefs About Ability to Learn Science. Journal of Business and Social Review in Emerging Economies, 6(1), 177-186. https://doi.org/10.26710/jbsee.v6i1.1036
Astuti, E. P., Wijaya, A., & Hanum, F. (2024). Teachers' Belief in Ethnomathematics-Based Numeracy Learning Scale: A Rasch Model Analysis. Tem Journal, 992-1006. https://doi.org/10.18421/tem132-14
Bagherzadeh, H., & Azizi, Z. (2012). Learners' Beliefs About English Language Learning: Examining the Impact of English Proficiency Level on the Motivation of Students Among Non-English Major EFL Students. Theory and Practice in Language Studies, 2(10). https://doi.org/10.4304/tpls.2.10.2096-2102
Bardakçı, S., Cayci, K., Colkesen, A., & Alkan, M. F. (2021). How to Become a Constructivist Teacher: The Impact of Philosophical Thoughts on Constructivist Learning Beliefs. Research in Pedagogy, 11(1), 214-233. https://doi.org/10.5937/istrped2101v214b
Bruggeman, B., Hidding, K., Struyven, K., Pynoo, B., Garone, A., & Tondeur, J. (2022). Negotiating Teacher Educators' Beliefs About Blended Learning: Using Stimulated Recall to Explore Design Choices. Australasian Journal of Educational Technology, 100-114. https://doi.org/10.14742/ajet.7175
Duisembekova, Z., & Özmen, K. S. (2020). İngilizce Öğretmeni Adaylarının Dil Öğrenme İnançlarının İncelenmesi: Türki Cumhuriyetlerde Kültürlerarası Bir Çalışma. Bilig Journal of Social Sciences in Turkish World(94), 51-73. https://doi.org/10.12995/bilig.9403
Duran, V., & Mertol, H. (2020). Investigation of the Core Beliefs of the Teacher Candidates Through Artificial Neural Networks. Acta Educationis Generalis, 10(2), 52-77. https://doi.org/10.2478/atd-2020-0010
Emaliana, I., Lintangsari, A. P., & Mulia, D. R. (2022). Toward a Tripartite Model of EFL Students’ Learning Strategies, Epistemic Beliefs, and Their Online Learning Engagement. Jurnal Pendidikan Progresif, 12(3), 1189-1200. https://doi.org/10.23960/jpp.v12.i3.202215
Inayati, D., & Emaliana, I. (2017). The Relationship Among Pre-Service EFL Teachers’ Beliefs About Language Learning, Pedagogical Beliefs, and Beliefs About ICT Integration. Dinamika Ilmu, 83-99. https://doi.org/10.21093/di.v17i1.664
Kim, H.-J., & Im, S. (2021). Pre-Service Physics Teachers’ Beliefs About Learning Physics and Their Learning Achievement in Physics. Asia-Pacific Science Education, 7(2), 500-521. https://doi.org/10.1163/23641177-bja10038
Lee, E., & Lee, M. (2022). The Effect of Foreign Students' Korean Learning Beliefs on the Second Language Communication Ability. Asia-pacific Journal of Convergent Research Interchange, 8(9), 129-138. https://doi.org/10.47116/apjcri.2022.09.12
Lestarina, A. P., Nurkamto, J., & Ngadiso, N. N. (2022). EFL Teachers' Beliefs and ICT Integration Practices During Distance Learning: Employing Replacement, Amplification, and Transformation Framework. Register Journal, 15(1), 91-108. https://doi.org/10.18326/rgt.v15i1.91-108
Liu, A., Chen, Z., Wang, S., Guo, J., & Lin, L. (2023). Relationships Between College Students’ Belief in a Just World and Their Learning Satisfaction: The Chain Mediating Effects of Gratitude and Engagement. Psychology research and behavior management, Volume 16, 197-209. https://doi.org/10.2147/prbm.s396702
Liu, R. (2015). Influence of Motivational Beliefs on School Learning. https://doi.org/10.2991/icsshe-15.2015.144
MunİS, M. E. (2020). The Relationship Between University Students’ Epistemological and Foreign Language Learning Beliefs. Journal of History School, XLVII(XLVII), 2756-2785. https://doi.org/10.29228/joh.37414
Nancekivell, S. E., Sun, X., Gelman, S. A., & Shah, P. (2021). A Slippery Myth: How Learning Style Beliefs Shape Reasoning About Multimodal Instruction and Related Scientific Evidence. Cognitive science, 45(10). https://doi.org/10.1111/cogs.13047
Nowlin, M. C. (2024). Policy Beliefs, Belief Uncertainty, and Policy Learning Through the Lens of the Advocacy Coalition Framework. Policy & Politics, 52(4), 675-695. https://doi.org/10.1332/03055736y2023d000000002
Orpina, S., & Prahara, S. A. (2019). Self-Efficacy Dan Burnout Akademik Pada Mahasiswa Yang Bekerja. Indonesian Journal of Educational Counseling, 3(2), 119-130. https://doi.org/10.30653/001.201932.93
Palinkašević, R., & Brkić, J. (2020). Exploring the Relationship Between Language Learning Beliefs and Foreign Language Classroom Anxiety. Research in Pedagogy, 10(2), 367-384. https://doi.org/10.5937/istrped2002367p
Park, J. (2012). Medical Students’ General Beliefs About Their Learning. Korean Medical Education Review, 14(2), 64-68. https://doi.org/10.17496/kmer.2012.14.2.064
Schumacher, F., Basten, M., Großschedl, J., Klatthaar, M., & Wilde, M. (2021). The Influence of Previous Biology Lessons on Prospective Teachers’ Beliefs About Learning Biology. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.707746
Sun, B. (2023). Translation Learning Beliefs and Learning Strategies of Chinese English Majors. Frontiers in Educational Research, 6(20). https://doi.org/10.25236/fer.2023.062024
Susanti, S. (2022). The Links Between Beliefs About Language Learning and Approaches to EFL Instructions of in-Service EFL Teachers. International Journal of Transdisciplinary Knowledge, 3(1), 23-29. https://doi.org/10.31332/ijtk.v3i1.25
Zhou, Z. (2018). On the Relationship of Students' English Learning Beliefs and Learning Strategy in the University. Journal of Language Teaching and Research, 9(1), 175. https://doi.org/10.17507/jltr.0901.22
Zur, S., Halim, A., & Syafwa, N. D. (2022). EFL Learner’s Beliefs in Pronunciation Learning. Alg, 2(2). https://doi.org/10.31332/alg.v2i2.3234
Downloads
Published
Submitted
Revised
Accepted
Issue
Section
License
Copyright (c) 2024 Quarterly of Experimental and Cognitive Psychology
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
