Epistemological Beliefs and Self-directed Learning Readiness of Hospitality Students: The Necessary Precursor to Academic Performance

Abstract

Throughout the philosophical literature, studies on epistemological
 beliefs have been well documented. However, within the educational
 context, this philosophical construct is a recent phenomenon. The
 purpose of this study is to explore the relationship between the
 conception of knowledge (epistemological beliefs) as measured by
 Schommer’s Epistemological Questionnaire (SEQ), learner
 perception of self-directedness as measured by Guglielmino’s SelfDirected
 Learning Readiness Scale (SDLRS) and academic
 achievement. The value of CMIN/DF was 2.22, below the
 recommended value of 3.0 (Kline, 1998). In this case, the U^sup 2^/
 df of 2.22 and CFI of .926 indicate an adequate fit between the
 hypothetical model and the sample data. The RMSEA for the
 measurement model was .077 (adequate fit). Other fit indices also
 point to an acceptable model fit between the model and the data
 (GFI = .921, AGFI = .879, CFI =.926). The entire model had an R2
 of .064 and was not significant F(12, 210)=1.112, p > .05. The
 mediating effect of self-directed learning on GPA, falls short of
 statistical significance, b = .133, p = .074. However, when reviewing
 the effects of each of the regression coefficients, only 5 predictor variables (innate, simple, self assessment, goal setter, self control)
 were found to be of practical significance. MANOVA shows that
 there was no significant difference in epistemological beliefs, selfregulated
 learning and gender at .05 level across GPA (Wilk’s lambda
 = .94, F = 1.153’ df = 5, p > .05).