Background: The views of the nature of science (VNOS) is one of the important goals of science education. According to information processing constructivism, learners' psychological factors that may influence VNOS include scientific argumentation (SA), metacognition (MC) and epistemic beliefs (EB). Purpose: This mixed-methods study aims to analyse the effects of SA, MC and EB on the formation of VNOS. Sample: Three hundred and twenty-seven undergraduates majoring in chemistry education participated in this study. They came from three normal universities in China, each with 78, 119 and 110 participants, respectively. Design and Methods: MC, EB and VNOS scales and SA test were used to collect data. Structural equation model (SEM, N = 327) was used to reveal linear relationships. Fuzzy-set qualitative comparative analysis (fsQCA, N = 78) was used to reveal set relationships. Results: SEM shows that SA and EB directly affect VNOS, with SA also having a mediating effect, and MC plays an indirect role through EB. FsQCA shows that a high-level SA is a sufficient and necessary condition for a high VNOS, and a low-level SA or 'a low-level MC combined with a low-level EB' are possible configurations for a low VNOS. Conclusion: In the formation of VONS, SA plays a key role, and the combination of MC and EB plays a supporting role. Therefore, two simple ways to cultivate VNOS and suggestions are discussed.