Role of Cognitive and Emotional Factors on Educational Achievement among High School Students in Physics

Abstract

The purpose of this study was to investigate effects of cognitive and emotional factors on physics achievement of high school students in Tabriz City. Using multistage sampling, 400 students were selected. Epistemological beliefs (EBAPS) scale, physic anxiety rating scale and questionnaire of attitudes towards physics were employed to gathering needed data in the study. Data were analyzed by Pearson's correlation test, and stepwise regression using SPSS. The results showed a significant and positive relationship between epistemological beliefs, attitude towards physics, prior knowledge of chemistry and mathematic with physics achievement. Also, a significant and negative relationship between physics anxiety and physics achievement was found.