The Influence of Educational Environment and Self-Regulated Learning (SRL) On the Scientific Epistemic Beliefs of Senior High Students
DOI:
https://doi.org/10.65339/ijsair.V2.I1.95Keywords:
Academic Self-PerceptionAbstract
This study examined the influence of educational environment and self-regulated learning on the scientific epistemic beliefs of senior high school students. Anchored on Bandura’s social cognitive theory, Vygotsky’s constructivist perspective, and Zimmerman’s social cognitive model of self-regulated learning, the study investigated how supportive learning conditions and students’ regulation of their own learning relate to their understanding of scientific knowledge and inquiry. A quantitative descriptive-correlational design was employed. The respondents were 306 Grade 12 students selected through stratified random sampling from Cateel Vocational High School and San Antonio National High School in Cateel, Davao Oriental, during the first semester of the 2025–2026 school year. Data were gathered using three adapted instruments: the Dundee Ready Education Environment Measure (DREEM), the Adaptive Self-Regulated Learning Questionnaire (ASRQ), and the Scientific Epistemic Belief (SEB) Survey. Mean, Pearson’s r, and linear regression were used in data analysis. The findings showed that the educational environment, self-regulated learning, and scientific epistemic beliefs were all at high levels. Students’ perception of learning obtained the highest mean under educational environment, self-evaluation and environmental structuring were strongest under self-regulated learning, and justification had the highest mean under scientific epistemic beliefs. The study also found significant positive relationships between educational environment and scientific epistemic beliefs, and between self-regulated learning and scientific epistemic beliefs. Regression analysis further showed that educational environment and self-regulated learning significantly influenced scientific epistemic beliefs, with perception of atmosphere and self-evaluation emerging as significant predictors. The study concluded that supportive educational settings and effective self-regulated learning behaviors contribute to stronger scientific epistemic beliefs among senior high school students. It recommended strengthening participatory learning activities, supportive classroom practices, self-regulated learning programs, and continuous evaluation of the school learning environment. The study aligns with SDG 4 by supporting quality education through improved science learning, critical thinking, and student engagement. It also relates to SDG 8 and SDG 9 through the development of scientific reasoning and skills relevant to future work and innovation. The study contributes to educational, institutional, and socio-economic sustainability by informing school practices that strengthen learner resilience, academic confidence, and meaningful participation in science education.
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