Cognitive Motivation and Epistemological Beliefs among University of Anbar Students: Gender and Discipline Differences

This study investigated the predictive role of cognitive motivation in shaping epistemological beliefs among University of Anbar students and examined gender and disciplinary differences. A stratified random sample of 400 undergraduates (149 males, 251 females; 228 scientific, 172 humanities) participated during the 2022–2023 academic year. Two researcher-developed scales measured cognitive motivation and epistemological beliefs, with established face and construct validity and acceptable reliability. Multiple regression analysis showed that cognitive motivation negatively predicted epistemological beliefs (β = –0.179, t = –3.126, p <.05). Significant gender differences emerged across all cognitive-motivation dimensions except learning orientation, favoring males. Scientific-discipline students demonstrated higher cognitive motivation than their humanities counterparts. Epistemological beliefs were largely consistent across gender and discipline, except that males and scientific students scored higher on the “speed of knowledge acquisition” dimension, whereas humanities students scored higher on “source of knowledge.” These findings underscore the need for educators to foster accurate epistemological beliefs and to cultivate cognitive-motivation skills that help students navigate complex academic and real-life problems. Enhancing these attributes may improve students’ ability to interpret and construct knowledge within sound cognitive frameworks.