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

Date

2013-12-01

Author

Kondakçı, Esen

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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.

Subject Keywords

Critical Thinking, Chemistry education, Structural equation modeling, Self-efficacy, Metacognitive self-regulation

URI

https://hdl.handle.net/11511/53593

Journal

KURAM VE UYGULAMADA EGITIM BILIMLERI

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

E. Kondakçı, “Predicting Critical Thinking Skills of University Students through Metacognitive Self-Regulation Skills and Chemistry Self-Efficacy,” KURAM VE UYGULAMADA EGITIM BILIMLERI, pp. 666–670, 2013, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/53593.