Predicting Critical Thinking Skills of University Students through Metacognitive Self-Regulation Skills and Chemistry Self-Efficacy

KONDAKÇI E., ÇAPA AYDIN Y.

KURAM VE UYGULAMADA EGITIM BILIMLERI, cilt.13, sa.1, ss.666-670, 2013 (SSCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 13 Sayı: 1
  • Basım Tarihi: 2013
  • Dergi Adı: KURAM VE UYGULAMADA EGITIM BILIMLERI
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.666-670
  • Anahtar Kelimeler: Critical Thinking, Metacognitive Self-Regulation, Self-Efficacy, Structural Equation Modeling, Chemistry Education, ACADEMIC-PERFORMANCE, STRATEGIES, FRAMEWORK, BELIEFS
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

This study aimed at examining the extent to which metacognitive self-regulation and chemistry self-efficacy predicted critical thinking. Three hundred sixty-five university students participated in the study. Data were collected using appropriate dimensions of Motivated Strategies for Learning Questionnaire and College Chemistry Self-Efficacy Scale. Cronbach's alpha coefficients ranged from .77 to .88. Data were analyzed using structural equation modeling. Results indicated that metacognitive self-regulation was found to be positively and significantly related to chemistry self-efficacy for cognitive skills and chemistry self-efficacy for everyday applications. In addition, there was a positive and significant relationship between chemistry self-efficacy for everyday applications and critical thinking, whereas there was no significant relationship between chemistry self-efficacy for cognitive skills and critical thinking. Overall, the tested model explained 68.5% of critical thinking. Findings provide suggestions in order to enhance critical thinking in chemistry classes.