LAUSR

Abstract Conceptions of learning science are described as epistemological beliefs that represent student beliefs about school science and science learning in general. Previous studies do not simultaneously take into account the role of students’ lower- and higher-level conceptions of learning science in their motivation and self-regulation. As a new contribution to the literature, the purpose of current study was to find out the relationship between these conceptions, motivational beliefs and self-regulation using a structural equation modeling (SEM) analysis procedure. Data were collected from 349 eighth and ninth grade Iranian students in 10 junior secondary schools. Results revealed that understanding and seeing in a new way and increase of knowledge were the most influential predictors of students’ motivational variables and self-regulation. Moreover, the results indicated that the effects of increase of knowledge and understanding and seeing in a new way on task-value and self-efficacy were fully mediated by learning goal orientation. The findings support the theory that students’ past learning experiences in science (i.e. conceptions of learning science) affect their motivational beliefs and self-regulation. The results provide important implications for science teaching and learning and offer further research suggestions for future studies.