Conceptions of learning science are described as epistemological beliefs that represent student beliefs about school science and science learning in general. Previous studies do not simultaneously take into account the role of students’ lower- and higher-level conceptions of learning science in their motivation and self-regulation. As a new contribution to the literature, the purpose of current study was to find out the relationship between these conceptions, motivational beliefs and self-regulation using a structural equation modeling (SEM) analysis procedure. Data were collected from 349 eighth and ninth grade Iranian students in 10 junior secondary schools. Results revealed that understanding and seeing in a new way and increase of knowledge were the most influential predictors of students’ motivational variables and self-regulation. Moreover, the results indicated that the effects of increase of knowledge and understanding and seeing in a new way on task-value and self-efficacy were fully mediated by learning goal orientation. The findings support the theory that students’ past learning experiences in science (i.e. conceptions of learning science) affect their motivational beliefs and self-regulation. The results provide important implications for science teaching and learning and offer further research suggestions for future studies.

学习科学的概念被描述为认识论信念，代表着学生对学校科学和一般科学学习的信念。以前的研究没有同时考虑到学生在学习动机的低水平和高水平上的动机和自我调节的作用。作为对文献的新贡献，当前的研究目的是使用结构方程模型（SEM）分析程序找出这些概念，动机信念和自我调节之间的关系。数据来自10所初中的349位八年级和九年级伊朗学生。结果表明，以新的方式进行理解和观察以及知识的增长是学生动机变量和自我调节的最有影响力的预测指标。此外，结果表明，学习目标定向完全介导了知识，理解和视知方式的增长对任务价值和自我效能的影响。这些发现支持了这样的理论，即学生过去的科学学习经历（即学习科学的观念）会影响他们的动机信念和自我调节。结果为科学教学提供了重要的启示，并为今后的研究提供了进一步的研究建议。学习科学的概念）会影响他们的动机信念和自我调节。结果为科学教学提供了重要的启示，并为今后的研究提供了进一步的研究建议。学习科学的概念）会影响他们的动机信念和自我调节。结果为科学教学提供了重要的启示，并为今后的研究提供了进一步的研究建议。