Predicting critical thinking skills of university students through metacognitive self regulation skills and chemistry self efficacy

Date

2013-01-01

Author

Kondakçı, Esen
Çapa Aydın, Yeşim

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

URI

https://hdl.handle.net/11511/84169

Journal

Kuram Ve Uygulamada Egitim Bilimleri

Collections

Department of Secondary Science and Mathematics Education, Article

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Citation Formats

E. Kondakçı and Y. Çapa Aydın, “Predicting critical thinking skills of university students through metacognitive self regulation skills and chemistry self efficacy,” Kuram Ve Uygulamada Egitim Bilimleri, pp. 661–670, 2013, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/84169.