The Influence of Demographic Factors in Shaping Epistemological Beliefs among Prospective Teachers

Abstract

This study explored the structural relationships between demographic variables (semester of study, residence, gender, and CGPA) and epistemological belief constructs (talent and effort) among prospective teachers. A sample of 330 prospective teachers was taken by using stratified sampling technique. The findings through subgroup analyses using independent sample t-tests and ANOVA revealed significant differences in epistemological beliefs based on semester progression, residence, and academic performance, supporting the impact of demographic and academic variables. This study contributes to the growing body of literature on epistemological beliefs by integrating socio-cultural and academic factors into the analysis of prospective teachers’ learning perceptions. These insights are particularly valuable for teacher education programs, because they highlight the role of demographic characteristics in shaping students’ epistemological beliefs.