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Predicting Critical Thinking Skills of University Students through Metacognitive Self-Regulation Skills and Chemistry Self-Efficacy
Date
2013-12-01
Author
Kondakçı, Esen
Metadata
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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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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.