Besides this, when the correlation among the sub-dimensions of the EB was investigated, a negative and significant correlation was determined between the sub-dimension entitled "BLDE" and the sub-dimension entitled "BOOT" (r=-.273, p<0.01) whereas a positive and significant relationship was found between the sub-dimension entitled "BLDA" and the sub-dimension entitled "BOOT" (r=.332, p<0.01) (see Table 2).
On the other hand, when the scores obtained from the epistemological beliefs scale are examined, it is seen that firstly, there is a significant difference according to gender among the scores obtained from the sub-dimension of the scale entitled "BLDA" (t=2.400; /K0.05).
As a result of variance analysis, no significant difference was found according to the departments students attended between the scores students got from the EIUSEB scale [F(4,406)=2.395; p=0.05] and the scores they obtained from "BOOT" sub-dimension of the EB scale [F(4,406)=1.536; p>0.05] in terms of the groups, whereas a statistically significant difference was found between the scores they got from the sub-dimension of the EB scale entitled "BLDE" [F(4,406)=3.135; p<0.05] and the scores they obtained from the sub-dimension "BLDA" [F(4,406)=2.973; p<0.05] in terms of the groups.
Tukey test was used to determine what variable the main factor stemmed from in the sub-dimensions of EB scale entitled "BLDE" and "BLDA".
As a result of the variance analysis, no significant differences were found according to academic achievement level between the groups in terms of the scores students received from the EIUSEB scale [F(2,408)=0.564; p>0.05] and "BLDE" sub-dimension of the EB scale [F(2,408)=0.231; p>0.05], whereas in terms of the groups, a significant difference was found between the scores obtained from "BLDA" sub-dimension [F(2,408)=11.575; p<0.001] and the scores obtained from "BOOT" sub-dimension [F(2,408)=4,690; p<0.05] of the EB scale.
Tukey test was implemented in order to determine what variable the fundamental factor came from in "BLDA" and "BOOT" sub-dimensions of the EB scale.
On the other hand, as far as the sub-dimensions of EB were concerned, a negative and significant correlation was found between the sub-dimension of "BLDE" and the sub-dimension of "BOOT" whereas a positive and significant relationship was found between the sub-dimension of "BLDA" and the sub-dimension of "BOOT".
On the other hand, when the students' EB were examined, it was found that there was a significant difference only in the sub-dimension of "BLDA" as far as gender was concerned.
On the other hand, as far as EB were concerned, no significant difference was found in the sub-dimension of "BOOT" in terms of the department students attended whereas a statistically significant difference was found in the sub-dimensions of "BLDE" and "BLDA" in terms of the department students attended.
On the other hand, as far as EB were concerned, a statistically significant difference was found in the sub-dimension of "BLDA" and "BOOT" in terms of the students' academic achievement levels.