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The aim of this study was investigating the relationship between epistemological beliefs and mathematics achievement, as for the mediating role of achievement goals, mathematics self-efficacy, and cognitive engagement. To do this, 473 (283 female and 190 male) students from basic sciences fields of Fars Payame Noor University were chosen through multistage cluster sampling. They then, answered to a questionnaire composed of 4 subscales. The math course score was also considered as the math achievement index. The results showed that achievement goals, mathematics self-efficacy, and cognitive engagement have a mediating role between dimensions of epistemological beliefs and math achievement.
Rastegar et al. (Fri,) studied this question.