本研究的研究目的在于确定本科生的二元思维认识论水平是否存在差异，并探究其影响因素， 以及本科生的二元思维认识论水平是否对其学业成绩有影响，这主要通过探索本科生的不同的二元思维认识论水平与平均成绩之间的关系来获得。 此外， 本研究分析了人文社科和自然科学专业的学生以及前两个年级和后两个年级的学生的二元思维认识论水平的差异。通过相关分析可以发现， 本科生的二元思维认识论水平与其学业成绩存在显著的负相关关系 。更加合理的解释是，在农村地区成长的大学生的二元化思维认识论水平较低，而低二元化思维认识论水平的大学生会表现出较好的学术表现和较高的学习成绩。

This study determined whether the undergraduate student’s factors have an influence on their epistemological dualistic thinking levels (EDTL) and, undergraduate student’s epistemological dualistic thinking levels have an influence on their academic performance (GPA). It examined the relationship between the variables of undergraduate student’s epistemological dualistic thinking levels and, the overall average grade performance. Moreover, this research also investigated whether there is any difference in epistemological dualistic thinking levels of humanity and science students and, between initial year students with final year students. This research is conducted at Beijing Normal University, Beijing in the departments of Education, Physics, Chemistry and Computer Science. This research used descriptive statistics, correlation coefficient, independent t-test and regression analysis. Random sampling procedures were used during data collection from a population of 9500 students; a sample of 400 students was drawn. Out of 400; 31% (122) were male, 69% (278) were female. The Science subject respondents were 43% (172), and humanity subject respondents were 57% (228). Independent t-test indicates that there was no significant difference between science and humanity students in their epistemological dualistic thinking level profiles (t=-0.568, sig. >0.05). But there was a statistically significant difference between initial two-year students with final two-year students (t=.000, sig.<0.01). Also a negative correlation coefficient (r=-.305, sig.<0.01) was observed when undergraduate student’s epistemological dualistic thinking levels and their academic performance GPA was analyzed. A plausible explanation is that if the student’s grown up area is rural then their EDTL is lower, and lower EDTL of undergraduate students show good academic performance with higher GPA.