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P. & Trigwell, K. (2006). An exploratory study of situated conceptions of learning and learning environment. Higher Education, 51,243-258. BOULTON-LEWIS, G. (1995). The SOLO taxonomy as a means of shaping and assessing learning in higher education. Higher Education Research and Development, 14,143-154; BOULTON-LEWIS, G. (1998). Applying the SOLO taxonomy to learning in higher education. In B. DART & G. BOULTON-LEWIS (Ed.), Teaching and Learning in Higher Education, Camberwell, Victoria, ACER Press, 201-221. Cano, F. (2005). Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance. British Journal of Educational Psychology, 75(2), 203-221. Chan, C. K, & Sachs, J. (2001). Beliefs about learning in childrens' understanding of Science texts. Contemporary Educational psychology, 26, 192-210. Chan, K. (2003). Hong Kong teacher education students' epistemological beliefs and approaches to learning. Research in Ed.ication, ISSUE 69, 15-36. Cheng, M. H. M., Chan, K. W., Tang, Y. F. S. & Cheng, Y. N. A. (2009). Pre-service Teacher' Education Students' Beliefs about Knowing and their Conceptions of Teaching. Teaching and Teacher . Education, 25,319-327. Clarke, J. & Dart, B. (1991). Tertiary learning: a symposium. Paper presented at the Annual Conference of The Australian Association for Research in Education, Ramada Inn, Gold Coast. Clarke, J. & Dart, B. (1991). Tertiary learning: a symposium. Paper presented at the Annual Conference of The Australian Association for Research in Education, Ramada Inn, Gold Coast. Conley, A. M., Pintrich, P. R. & Vekiri, I. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 1(29), 186-204. Duarte, A. M. (2007). Conceptions of learning and approaches to learning in portuguese students. High Education, 54, 781-794. Ashwin,

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.11

Learning Concepts as Outcomes of Cognitive Holding Power and Epistemological Beliefs for University Students Dr. Alaa Eldin A. Ayoub Dr. Abdullah M. Aljughaiman

Lecturer of Educational Psychology Faculty of Education, Aswan, Egypt

ABS'IRACT

Associate Professor King Faisal University- Saudi Arabia

The current study aimed at investigating the different levels of learning concepts as learning outcomes, cognitive Holding Power, and the epistemological beliefs that are related to them. It also aimed at knowing the effect of specialist, study level, and the interactions between them on learning concepts, cognitive holding power and epistemological beliefs. Moreover, the study presented a constructive model that explained the relationship between learning concepts, cognitive holding power and epistemological beliefs. The targeted population consisted of 290 male and female students of South Valley University. The two researchers administrated learning concepts scale, cognitive holding power scale, and epistemological beliefs scale after calculated their validity 'and reliability. The findings of the current study showed three levels of learning concepts (constructive learning concepts, reproductive learning concepts, and the mixture between constructive and reproductive learning concepts) for university students according to different kinds of students' cognitive holding power and epistemological beliefs. The results also indicated that there were different and varied effects of specialist and the study level on the current study variables. In addition, the results showed that there were remarkable effects of cognitive holding power and epistemological beliefs' on students" selection for the different levels of learning concepts. Finally, the current study concluded a constructive model that explains the relationship between learning concepts, cognitive holding power, and epistemological beliefs. In addition, results were discussed in light of literature review and some recommendations and suggestions were presented. . Keywords: Learning Concepts , Learning Products, Cognitive Holding Power, Epistemological Beliefs.

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