Modelling the relationships among social studies learning environment, self-efficacy, and critical thinking disposition

Abstract

This study aims to investigate the relationships among the features of learning environment (investigation, equity, and student cohesiveness) in social studies class, self-efficacy and critical thinking disposition (engagement, maturity and innovativeness) among middle school students. The study group consists of 422 students studying at five middle schools in one of the largest cities located in eastern part of Turkey. The research data was collected by using UF/EMI Critical Thinking Disposition Scale, "What is happening in this class?" Scale and the Motivated Strategies for Learning Questionnaire. Structural equation modelling (SEM) was performed by using LISREL 8.80 programme to test the hypothesized relationships among constructs. The results show that self-efficacy among students is higher in classroom environments where investigation is encouraged and equity among students is overseen. It is found that critical thinking disposition is higher in students with higher self-efficacy. Besides this, it is further observed that learning environment with investigation predicts all critical thinking dispositions positively whereas student cohesiveness predicts only maturity positively.