The paper reports about an empirical study investigating the relationship between scientific epistemological beliefs, intellectual risk-taking in science learning and science achievement of middle school students via path analysis. The sample was composed of 2119 middle school students enrolled in public schools. Nearly half of the students (50.9%) were female. ‘Personal Information Form’, ‘Scientific Epistemological Beliefs Scale’, ‘Intellectual Risk-Taking Scale’ and ‘Science Achievement Test’ were used in data collection. During the data analysis of the relationship between scientific epistemological beliefs, intellectual risk-taking and science achievement, Path diagrams and analysis were used. Results of the analyses showed that ‘certainty’, ‘improvement’ and ‘verification’ aspects of scientific epistemological beliefs positively predicted science achievement while the ‘source’ aspect predicted negatively science achievement. Furthermore, scientific epistemological beliefs predicted significantly intellectual risk-taking. Moreover, it was found that intellectual risk-taking levels of the students positively predicted achievements in science. In conclusion, it was seen that there was a causal relationship between scientific epistemological beliefs, intellectual risk-taking and science achievement of middle school students.

该论文报道了一项通过路径分析调查科学认识论信念，中学生在科学学习中的智力冒险和中学生科学成就之间的关系的实证研究。样本由在公立学校就读的2119名中学生组成。近一半的学生（50.9％）是女性。在数据收集中使用了“个人信息表”，“科学认识论信念量表”，“智力冒险量表”和“科学成就测试”。在对科学认识论信念，智力冒险与科学成就之间的关系进行数据分析时，使用了路径图和分析法。分析结果表明，“确定性” 科学认识论信念的“改进”和“验证”方面对科学成就具有积极的预测作用，而“源”方面对科学成就具有负面的影响。此外，科学认识论的信念预示着重大的智力冒险。此外，还发现学生的智力冒险水平对科学成就有积极的预测作用。总之，可以看出，中学生的科学认识论信念，智力冒险和科学成就之间存在因果关系。结果发现，学生的智力冒险水平可以肯定地预测科学成就。总之，可以看出，中学生的科学认识论信念，智力冒险和科学成就之间存在因果关系。结果发现，学生的智力冒险水平可以肯定地预测科学成就。总之，可以看出，中学生的科学认识论信念，智力冒险和科学成就之间存在因果关系。