In the current study, it is aimed to examine the structural relationship pattern among self-efficacy, learning beliefs and class participation grades. To this end, in 2018-2019 academic year in the Fall term, a total of 112 university students (61 female, 54.4 %; 51 male, 45.6 %) attending a state university in İstanbul, Turkey formed the study group. In order to identify the participants’ levels of self-efficacy and learning beliefs, the related components from the Motivated Strategies for Learning Questionnaire were administered to the participants as the data collection tool. To assess the students’ in the study group class participation level, Class Participation Grades, the framework and the rubrics of which were set by the instution, were taken as a basis. The data was analysed through Structural Equation Modeling (SEM) by applying AMOS 16.0 software program. The findings from the collected data revealed that self-efficacy predicted class participation grades in a significant and positive way. On the other hand, learning beliefs did not predict class participation grades significantly. The correlation coefficients values indicated that there was a positive and significant relationship between the independent variables self-efficacy and learning beliefs. In line with the findings from the data, some suggestions were argued for educators as well as researchers.
Anahtar Kelimeler: Self-Efficacy, Learning Beliefs, Class Participation, SEM