Academic Self-efficacy as a Precondition for Critical Thinking in University Students
DOI:
https://doi.org/10.47750/pegegog.13.02.36Keywords:
, Self-efficacy, Critical Thinking, college student, Elementary School TeachersAbstract
Critical thinking is considered one of the key competencies of university students and its importance increases with the effort to develop students’ creativity, independence as well as scientific thinking. For this skill, it is important to have confidence in one’s ability to solve problems, find relevant answers or to formulate defensible conclusions. The aim of the paper was to determine whether academic self-efficacy acted as a precondition for critical thinking in university students. A total of 451 university students were involved in this study. The data were obtained by The Critical Thinking Disposition Inventory and the Academic Self-Efficacy Scale. The results showed that academic self-efficacy predicted all the three dimensions of critical thinking, albeit with a small amount of explained variance ranging from 8.1 to 12.2%. Although the main factor moderating each dimension of critical thinking is the effect of academic self-efficacy, a gender interaction effect was also found, which was more evident for males than females.
Downloads
References
oy, B., & Aybek, B. (2021). The Effects of Subject-Based Critical Thinking Education in Mathematics on Students’ Critical Thinking Skills and Virtues. Eurasian Journal of Educational Research, 92, 99–119.
Artino, A. R., & Stephens, J. M. (2009). Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online. The Internet and Higher Education, 12(3–4), 146–151. https://doi.org/10.1016/J.IHEDUC.2009.02.001
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman Company.
Bandura, A., & Locke, E. A. (2003). Negative self-efficacy and goal effects revisited. Journal of Applied Psychology, 88(1), 87–99. https://doi.org/10.1037/0021-9010.88.1.87
Cahyono, B., Kartono, K., Waluya, B., Mulyono, M., & Setyawati, R. D. (2021). Problem-based learning supported by arguments scaffolding that affect critical thinking teacher candidates. Cypriot Journal of Educational Sciences, 16(6), 2956–2969. https://doi.org/10.18844/cjes.v16i6.6480
Cera, R., Mancini, M., & Antonietti, A. (2013). Relationships between Metacognition, Self-efficacy and Self-regulation in Learning. ECPS - Educational, Cultural and Psychological Studies, (7), 115–141. https://doi.org/10.7358/ecps-2013-007-cera
Chen, G., Casper, W. J., & Cortina, J. M. (2001). The Roles of Self-Efficacy and Task Complexity in the Relationships Among Cognitive Ability, Conscientiousness, and Work-Related Performance: A Meta-Analytic Examination. Human Performance, 14(3), 209–230. https://doi.org/10.1207/S15327043HUP1403_1
Choi, N. (2005). Self-efficacy and self-concept as predictors of college students’ academic performance. Psychology in the Schools, 42(2), 197–205. https://doi.org/10.1002/pits.20048
Crenshaw, P., Hale, E., & Harper, S. L. (2011). Producing Intellectual Labor In The Classroom: The Utilization Of A Critical Thinking Model To Help Students Take Command Of Their Thinking. Journal of College Teaching & Learning (TLC), 8(7), 13. https://doi.org/10.19030/tlc.v8i7.4848
Dehghani, M., Sani, H. J., Pakmehr, H., & Malekzadeh, A. (2011). Relationship between Students’ Critical Thinking and Self-efficacy Beliefs in Ferdowsi University of Mashhad, Iran. Procedia - Social and Behavioral Sciences, 15, 2952–2955. https://doi.org/10.1016/j.sbspro.2011.04.221
Doménech-Betoret, F., Abellán-Roselló, L., & Gómez-Artiga, A. (2017). Self-Efficacy, Satisfaction, and Academic Achievement: The Mediator Role of Students’ Expectancy-Value Beliefs. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.01193
Dwyer, P. C. (2017). Critical Thinking: Conceptual Perspectives and Practical Guidelines. Cambridge University Press.
Dwyer, P. C., Hogan, J. M., Harney, M. O., & Kavanagh, C. (2017). Facilitating a student-educator conceptual model of dispositions towards critical thinking through interactive management. Educational Technology Research and Development, 65(1), 47–73. https://doi.org/10.1007/s11423-016-9460-7
Gaebel, M., & Zhang, T. (2018). Learning and teaching in the European Higher Education Area. Brussels: European University Association. Retrieved from https://www.usj.edu.lb/intranet/actu/pdf/6862_503.pdf
Gloudemans, H. A., Schalk, R. M. J. D., & Reynaert, W. (2013). The relationship between critical thinking skills and self-efficacy beliefs in mental health nurses. Nurse Education Today, 33(3), 275–280. https://doi.org/10.1016/j.nedt.2012.05.006
Gutiérrez-García, G. A., Huerta-Cortés, M., & Landeros-Velazquez, M. G. (2020). Academic Procrastination in Study Habits and Its Relationship with Self-Reported Executive Functions in High School Students. Journal of Psychology and Neuroscience. https://doi.org/10.47485/2693-2490.1004
Gutiérrez García, A., & Landeros Velazquez, M. (2020). Relationship between academic self-efficacy, performance and anxious and depressive symptoms in emerging adult college students. Educación, 29(57). https://doi.org/10.18800/educacion.202002.005
Halpern, D. F., & Dunn, D. S. (2021). Critical Thinking: A Model of Intelligence for Solving Real-World Problems. Journal of Intelligence, 9(2). https://doi.org/10.3390/jintelligence9020022
Hasanah, H., & Malik, M. N. (2020). Blended learning in improving students’ critical thinking and communication skills at University. Cypriot Journal of Educational Sciences, 15(5), 1295–1306. https://doi.org/10.18844/cjes.v15i5.5168
Heard, J., Scoular, C., Duckworth, D., Ramalingam, D., & Teo, I. (2020). CRITICAL THINKING: Definition and Structure. Camberwell: The Australian Council for Educational Research Ltd. Retrieved from https://research.acer.edu.au/cgi/viewcontent.cgi?article=1039&context=ar_misc
Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63–84. https://doi.org/10.1016/j.edurev.2015.11.002
Huang, C. (2013). Gender differences in academic self-efficacy: a meta-analysis. European Journal of Psychology of Education, 28(1), 1–35. https://doi.org/10.1007/s10212-011-0097-y
Hyytinen, H., Toom, A., & Postareff, L. (2018). Unraveling the complex relationship in critical thinking, approaches to learning and self-efficacy beliefs among first-year educational science students. Learning and Individual Differences, 67, 132–142. https://doi.org/10.1016/j.lindif.2018.08.004
Jerusalem, M., & Schwarzer, R. (2003). SWE. Skala zur allgemeinen Selbstwirksamkeitserwartung [Verfahrensdokumentation aus PSYNDEX Tests-Nr. 9001003, Autorenbeschreibung und Fragebogen]. (Leibniz-Ze). Trier: ZPID. https://doi.org/doi.org/10.23668/psycharchives.307
Jordan, K., & Carden, R. (2017). Self-efficacy and gender in STEM majors. Modern Psychological Studies, 22(2), 1–6. Retrieved from https://scholar.utc.edu/cgi/viewcontent.cgi?article=1275&context=mps
Karaoğlan-Yilmaz, F. G., Yilmaz, R., Üstün, A. B., & Keser, H. (2019). Öğretmen Adaylarının Üstbilişsel Düşünme Becerilerinin Yordayıcısı Olarak Eleştirel Düşünme Standartları ve Akademik Öz-Yeterliklerinin Yapısal Eşitlik Modellemesi Yoluyla İncelenmesi. Kuramsal Eğitimbilim, 12(4), 1239–1256. https://doi.org/10.30831/akukeg.467435
Lilienfeld, S. O., Ammirati, R., & David, M. (2012). Distinguishing science from pseudoscience in school psychology: Science and scientific thinking as safeguards against human error. Journal of School Psychology, 50(1), 7–36. https://doi.org/10.1016/j.jsp.2011.09.006
Lloyd, M. M., & Bahr, N. (2010). Thinking Critically about Critical Thinking in Higher Education. International Journal for the Scholarship of Teaching and Learning, 4(2), 1–16. https://doi.org/0.20429/ijsotl.2010.040209
Mafla, A. C., Divaris, K., Herrera-López, H. M., & Heft, M. W. (2019). Self-Efficacy and Academic Performance in Colombian Dental Students. Journal of Dental Education, 83(6), 697–705. https://doi.org/10.21815/JDE.019.079
Medina, M. S., Castleberry, A. N., & Persky, A. M. (2017). Strategies for Improving Learner Metacognition in Health Professional Education. American Journal of Pharmaceutical Education, 81(4), 78. https://doi.org/10.5688/ajpe81478
Minnameier, G., & Hermkes, R. (2020). Learning to Fly Through Informational Turbulence: Critical Thinking and the Case of the Minimum Wage. Frontiers in Education, 5. https://doi.org/https://doi.org/10.3389/feduc.2020.573020
Nazemi, S. (2016). Critical Thinking Strategies and Self-Efficacy. International Journal of Modern Language Teaching and Learning, 1(5), 202–211. Retrieved from http://www.ijmltl.com/fulltext/paper-10102016125817.pdf
Odacı, H., & Erzen, E. (2021). Attitude toward Computers and Critical Thinking of Postgraduate Students as Predictors of Research Self-Efficacy. Computers in the Schools, 38(2), 125–141. https://doi.org/10.1080/07380569.2021.1911554
Öz, C., & Balyer, A. (2018). Examining the Importance of Critical Thinking Skills of School Administrators and Teachers’ Regarding Their Personal and Professional Lives. International Journal on Lifelong Education and Leadership, 4(2), 20–31. Retrieved from https://dergipark.org.tr/tr/pub/ijlel/issue/41857/482593
Rudd, R., Baker, M., & Hoover, T. (2000). Undergraduate Agriculture Student Learning Styles And Critical Thinking Abilities: Is There A Relationship? Journal of Agricultural Education, 41(3), 2–12. https://doi.org/10.5032/jae.2000.03002
Schmaltz, R. M., Jansen, E., & Wenckowski, N. (2017). Redefining Critical Thinking: Teaching Students to Think like Scientists. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00459
Schunk, D. H., & DiBenedetto, M. K. (2016). Self-efficacy theory in education. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of motivation at school (pp. 34–53). New York: Routledge.
Schunk, Dale H., & Pajares, F. (2002). The Development of Academic Self-Efficacy. Development of Achievement Motivation, 15–31. https://doi.org/10.1016/B978-012750053-9/50003-6
Uribe-Enciso, O. L., Uribe-Enciso, D. S., & Vargas-Daza, M. D. P. (2017). Pensamiento crítico y su importancia en la educación: algunas reflexiones. Rastros Rostros, 19(34). https://doi.org/10.16925/ra.v19i34.2144
van Dinther, M., Dochy, F., & Segers, M. (2011). Factors affecting students’ self-efficacy in higher education. Educational Research Review, 6(2), 95–108. https://doi.org/10.1016/j.edurev.2010.10.003
van Peppen, L. M., Verkoeijen, P. P. J. L., Heijltjes, A. E. G., Janssen, E. M., Koopmans, D., & van Gog, T. (2018). Effects of Self-Explaining on Learning and Transfer of Critical Thinking Skills. Frontiers in Education, 3. https://doi.org/10.3389/feduc.2018.00100
Walsh, C. M., & Hardy, R. C. (1999). Dispositional Differences in Critical Thinking Related to Gender and Academic Major. Journal of Nursing Education, 38(4), 149–155. https://doi.org/10.3928/0148-4834-19990401-04
Wang, S.-L., & Wu, P.-Y. (2008). The role of feedback and self-efficacy on web-based learning: The social cognitive perspective. Computers & Education, 51(4), 1589–1598. https://doi.org/10.1016/j.compedu.2008.03.004
Wang, S. L., & Wu, P. Y. (2008). The role of feedback and self-efficacy on web-based learning: The social cognitive perspective. Computers & Education, 51(4), 1589–1598. https://doi.org/10.1016/J.COMPEDU.2008.03.004
Wang, X., Sun, X., Huang, T., He, R., Hao, W., & Zhang, L. (2019). Development and validation of the critical thinking disposition inventory for Chinese medical college students (CTDI-M). BMC Medical Education, 19(1). https://doi.org/10.1186/s12909-019-1593-z
West, R. F., Toplak, M. E., & Stanovich, K. E. (2008). Heuristics and biases as measures of critical thinking: Associations with cognitive ability and thinking dispositions. Journal of Educational Psychology, 100(4), 930–941. https://doi.org/10.1037/a0012842
Wilson, F., Kickul, J., & Marlino, D. (2007). Gender, Entrepreneurial Self–Efficacy, and Entrepreneurial Career Intentions: Implications for Entrepreneurship Education. Entrepreneurship Theory and Practice, 31(3), 387–406. https://doi.org/10.1111/j.1540-6520.2007.00179.x
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Pegem Journal of Education and Instruction
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
