INVESTIGATION OF THE RELATIONSHIP BETWEEN CRITICAL THINKING DISPOSITION, GENERAL SELF-EFFICACY AND HOPELESSNESS

Abstract

The study aims to investigate the relation critical thinking dispositions, general selfefficacy and hopelessness level among university students. The study was a relational descriptive study using survey model. The data was obtained from 203 (157 girls; 51 boys) university students who were attending to Education Faculty. In the research, California Critical Thinking Disposition Scale, General Self-Efficacy Scale and Beck Hopelessness Scale were used to collect data. The results showed that mean of general self efficacy can be considered as high; hopelessness level was low and critical thinking disposition was moderate among university students. In addition, there was a negative correlation between hopelessness level and critical thinking and self-efficacy but o positive relationship between critical thinking tendency and self-efficacy. The results also revealed that level of hopelessness and level of general self-efficacy predicted critical thinking dispositions separately and together.

Keywords

• Hopelessness
• General Self-Efficacy
• Critical Thinking Dispositions
• University Students

ELEŞTİREL DÜŞÜNME EĞİLİMİ, GENEL ÖZ YETERLİK VE UMUTSUZLUK ARASINDAKİ İLİŞKİNİN İNCELENMESİ

Abstract

Bu araştırmada üniversite öğrencilerinin eleştirel düşünme eğilimleri ile genel öz yeterlik ve umutsuzluk düzeyi arasındaki ilişki incelenmiştir. Araştırma, ilişkisel tarama modelindedir. Veriler, Eğitim Fakültesi’nde öğrenim gören 208 (157 kadın, 51 erkek) öğrenciden toplanmıştır. Araştırmada, Genel Öz Yeterlik Ölçeği, Beck Umutsuzluk Ölçeği ve California Eleştirel düşünme ölçeği kullanılmıştır.  Araştırma sonucuna göre öğrencilerin genel öz yeterlik puan ortalamasının yüksek olduğu, umutsuzluk düzeylerinin düşük ve eleştirel düşünme düzeylerinin orta düzeyde olduğu belirlenmiştir. Ayrıca, umutsuzluk puanları arttıkça eleştirel düşünme eğilimi ve genel öz yeterik puanlarının düştüğünü fakat eleştirel düşünme puanları arttıkça genel öz yeterik puanlarının da aynı yönde arttığı görülmüştür.  Araştırma sonucuna göre hem umutsuzluk hem de genel öz yeterlik düzeyinin eleştirel düşünme eğilimini hem ayrı ayrı hem de birlikte yordadığı görülmüştür.

Keywords

• Umutsuzluk
• Genel Öz Yeterlik
• Eleştirel Düşünme Eğilimi
• Üniversite Öğrencileri

References

1. Abela, J.R. Z. ve Seligman, M. E.P. (2000).The hopelessness theory of depression: A test of the diathesis-stress component in the inter-personal and achievement domains. Cognitive Therapy and Research,24 (4), 361-378.
2. Arend, B. (2009). Encouraging critical thinking in online threaded discussions. The Journal of Educators Online, 6 (1), 1-23.
3. Artino J. R., Anthony .R. ve Stephens, J., M. (2009). Academic motivation and self regulation:A comparative analysis of undergraduateand graduate students learning online. The Journal of Continuing Education in Nursing, 33(2), 78-87.
4. Aslan, C. (2013). Özel eğitim okullarında çalışan öğretmenlerin umutsuzluk düzeylerinin belirlenmesi. International Journal of Social Science, 6 (7), 121-132.
5. Aypay, A. (2010). Genel öz yeterlik ölçeği’nin (Göyö) Türkçe’ye uyarlama çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 11 (2), 113-131.
6. Bandura A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press.
7. Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84 (2), 191-215.
8. Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37 (2), 122-147.

9. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ:Prentice Hall.
10. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
11. Bandura, A. (2005). The primacy of self-regulation in health promotion.Applıed Psychology: An Internatıonal Revıew,54(2), 245–254.
12. Bandura, A. (2007). Self-efficacy. http://www.des.emory.edu/mfp/BanEncy.html (Erişim Tarihi: 10.08.2015).
13. Bandura, A. ve Lock, E., A. (2003). Negative self-efficacy and goal effects revisited .Journal of Applied Psychology, 88, 87-99.
14. Bandura, A.,(1989). Human agency in social cognitive theory. American Psychologist, 44, 1175–1184.
15. Beck, AT., Weissman, A., Lester D. ve Trexler, L. (1974). The measurement of pessimism. The hopelessness scale. Journal of Consulting and Clinical Psychology, 42 (6), 861-865.
16. Bolland, J., Bryant, C., Lian, B., McCallum, D., Vazsonyi, A. ve Barth, J. (2007). Development and risk behavior among African American, Caucasian, and mixed-race adolescents living in high poverty inner-city neighborhoods. American Journal of Community Psychology, 40, 230–249.
17. Branch, B. J. (2000). The relationship among critical thinking, clinical decision-making and clinical practice: A comparative study, Unpublished Doctoral Thesis, University of Idaho, Idaho
18. Büyüköztürk, Ş., Çokluk, Ö. ve Köklü, N. (2012). Sosyal bilimler için istatistik. Ankara, Pegem Akademi.
19. Cengiz, E.G. (2004). Üniversite öğrencilerine yönelik eleştirel düşünme etkinliklerinin eleştirel düşünme eğilimi ve becerileri açısından değerlendirilmesi. Yayınlanmamış Yüksek Lisans Tezi, Ankara Üniversitesi, Ankara.
20. Coşkun, S. (2001). Hacettepe üniversitesi hemşirelik yüksekokulu öğrencilerinin eleştirel düşünme düzeyleri. Yayınlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi, Ankara.
21. Demirel, Ö. (2005). Kuramdan uygulamaya eğitimde program geliştirme. Ankara, Pegem.
22. Durak, A. ve Palabıyık R. (1994). Beck umutsuzluk ölçeği geçerlik çalışması. Kriz Dergisi 2(2), 311-319.
23. Dweck, C.S. ve Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256- 273.
24. Elder, L. ve Paul, R. (1998). The role of socratic questioning in thinking, teaching, and learning. The Clearing House71 (5),297-301.
25. Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational Leadership, 43 (2), 44-48.
26. Ennis, R. H. (2002). Super-Streamlined conception of critical Thinking. http://faculty.ed.uiuc.edu/rhennis/SSConcCTApr3.html. (Erişim Tarihi: 10.05.2014).
27. Facione, N.C., Facione P. A. ve Sanchez C. A. (1994). Critical thinking disposition as a measure af competent clinical judgment: the development of the california critical thinking disposition inventory. Journal of Nursing Education, 33 (8), 345-350.
28. Facione, P. A. (2011). Critical thinking: what ıt ıs and why ıt counts. ınsight assessment. http://www.insightassessment.com/pdf_files/What&Why2010.pdf (Erişim Tarihi: 05.03.2015).
29. Facione, P.A., Facione, N.C. ve Giancarlo, C.A.F. (1998). The california critical thinking disposition inventory. California: Academic Press.
30. French, D.J., Holroyd, K.A., Pinel, C., Malinoski, P.T., O’Donnell, F. ve Hill, K. R. (2000). Perceived self-efficacy and headache-related disability. Headache, 40, 647-656.
31. Gelen, İ. (1999). İlköğretim okulları 4. sınıf öğretmenlerinin sosyal bilgiler dersinde düşünme becerilerini kazandırma yeterliklerinin değerlendirilmesi. Yayımlanmamış Yüksek Lisans tezi, Çukurova Üniversitesi, Adana.
32. Halpern, D. F. (1998). Teaching critical thinking for transfer across domains. American Psychologist, 53, 449–455.
33. Jeng, C. ve Braun, L.T. (1994) Bandura’s self-efficacy theory: A guide for cardiac rehabilitation nursing practice.Journal of Holistic Nursing, 12(4),425-36
34. Kaptan, F. veKorkmaz, H. (2002). Probleme dayalı öğrenme yaklaşımının hizmet öncesi fen öğretmenlerinin problem çözme becerileri ve öz yeterlik inanç düzeylerine etkisi. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, ODTU Ankara.
35. Karasar, N. (2012). Bilimsel araştırma yöntemleri. Ankara: Nobel Yayın Dağıtım.
36. Kaya, H. (1997). Üniversite öğrencilerinde eleştirel akıl yürütme gücü. Yayımlanmamış Doktora tezi, İstanbul Üniversitesi,İstanbul.
37. Kökdemir, D. (2003). Belirsizlik durumlarında karar verme ve problem çözme. Yayımlanmamış Doktora tezi, Ankara Üniversitesi, Ankara
38. Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28 (1), 16–26.
39. Kuiper, R. A. (2002). Enhancing metacognition through the reflective use of self-regulated learning strategies. The Journal of Continuing Education in Nursing, 33(2), 78-87.
40. Kuiper, R.A., Murdock, N.ve Grant, N., (2010). Thinking strategies of baccalaureate nursing students prompted by self-regulated learning strategies. Journal of Nursing Education, 49 (8), 429–436.
41. Lau-Walker, M. (2004) Relationship between illness representation and self-efficacy. Journal of Advanced Nursing, 48(3): 216-225
42. Lee, S.T. (2009). Examining the relationships between metacognition,self-regulation and critical thinking in online socratic seminars for high school social studies students. Yayımlanmamış Doktora tezi, Texas Universitesi, Austin.
43. Leung, D. Y. P. ve Kember, D. (2003). The relationship between approaches to learning and reflection uponpractice. Educational Psychology, 23(1), 61–71.
44. Linnenbrink, E.A. ve Pintrich, P.R. (2000). Multiple pathways to learning and achievement: The role of goal orientation in fostering adaptive motivation. In C. Sansone & J. Harackiewicz (Eds.), Intrinsic and extrinsic motivation: The search for optimal motivation and performance (pp. 195-227). San Diego, CA: Academic Press.
45. Luszczynska, A., Scholz, U. ve Schwarzer, R. (2005). The general self-efficacy scale:Multicultural validation studies. The Journal of Psychology, 139 (5), 439-457.
46. Magaletta, P.R. ve Oliver, J.M. (1999). The hope construct, will, and ways: their relations with self-efficacy, optimism, and general well-being. Journal of Clinical Psychology, 55, 539-551.
47. Mancuso, C.A., McCulloch, C.E., Rincon, M. ve Charlson, M.E. (2001). Self-efficacy, depressive symptoms and patients’ expectations predict outcomes in asthma. Medical Care, 39, 1326–1338.
48. Marlowe, N. (1998). Self-efficacy moderates the impact of stressful events on headache. Headache, 38, 662-667.
49. Melges, F.T. (1969). Types of hopelessness in psychological process. Archives of General Psychiatry, 20, 690-699
50. Munzur, F. (1999). Türk Dili ve Edebiyatı ders kitaplarında eleştirel düşünme eğitimi üzerine bir değerlendirme. Yayımlanmamış Yüksek Lisans tezi, Ankara Üniversitesi, Ankara.
51. Myers, C.H. (1992). Teaching critical thinking. Khodayar Abily (Translator), Tehran: Samt, 2007: 8-36, (Chapter1): Persian.
52. O’Connor, R.C. (2003). Suicidal behavior as a cry of pain: Test of a psychological model. Achieves of Suicide Research. 7, 297-308.
53. O’Connor, R.C., Connery, H. ve Cheyne, W.M (2000). Hopelessness: The role of depression, future directed thinking and cognitive vulnerability. Psychology, Health& Medicine,5 (2), 155-162.
54. Paul, R. ve Elder, L., (2001). Critical thinking tools for charge of learning and your life, Prentice Hall, Upper Saddle River, New Jersey.
55. Pekrun, R. (1992). The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators. Applied Psychology: An International Review, 41, 359-376.
56. Phan, H. P. (2009). Relations between goals, self-efficacy, critical thinking, and deep processing strategies: A path analysis. Educational Psychology, 29, 777-799.
57. Phan, H. P. (2010). Students’ academic performance and various cognitive processes of learning: An integrative framework and empirical analysis. Educational Psychology, 30, 297–322.
58. Rapley, P. ve Fruin, D.J. (1999). Self-efficacy in chronic illness: The juxtaposition of general and regimen-specific efficacy. International Journal of Nursing Practice,5, 209-215.
59. Sabau, I. (1999). Designing a critical thinking onlinecourse. In J. Price etal. (Eds.), Proceedings of society for information technology and teacher educationinternational conference (pp. 250-254).Chesapeake, VA: AACE.
60. Saracaloğlu A.S. ,Yenice N., Karasakaloğlu N. ve Gencel İ.E. (2008). Türkçe ve fen bilgisi öğretmenlerinin öğrenme stilleri, öğrenme stratejileri ve duyuşsal özellikleri ile tercih edilen öğretme strateji, yöntem ve teknikleri arasındaki ilişki. Yayımlanmamış Araştırma Raporu, A.D.Ü. BAP Saymanlığı, Aydın.
61. Scherbaum, C.A., Cohen-Charash, Y. ve Kern, M.J. (2006). Measuring general self-efficacy: A comparison of three measures using ıtem response theory. Educational and Psychological Measurement, 66(6), 1047-1063.
62. Schwarzer, R. ve Fuchs, R. (1996). Self-efficacy and health behaviors. In M. Conner & P. Norman(Eds.), Predicting health behavior: Research and practice with social cognition models. (pp.163-196) Buckingham, UK: Open University Press.
63. Seber, G. (1991).Beck Umutsuzluk Ölçeğinin geçerliği ve güvenirliği üzerine bir çalışma.Doçentlik Tezi, Anadolu Üniversitesi, Eskişehir.
64. Sharma, P. ve Hannafin, M. (2004). Scaffolding critical thinking in onlinecourses. Journal of Educational Computing Research, 31 (2), 181-208.
65. Shin, K.R. (1998). Critical thinking ability and clinical decision-making skills among senior nursing students in associate and baccalaureate programmes in Korea. Journal of Advanced Nursing. 27(2), 414-421.
66. Scholz, U.,ve Schvvarzer, R. (2005). The general self-efficacy scale: Multicultural validation studies. The Journal of Psychology, 139, (5), 439-457.
67. Şahin, A. (2002). İlahiyat Fakültesi öğrencilerinin umutsuzluk düzeyi üzerine bir araştırma. Selçuk Üniversitesi İlahiyat Fakültesi Dergisi,13,143-157.
68. Şahin, C. (2009). Eğitim fakültesinde öğrenim gören öğrencilerin umutsuzluk düzeyleri. Selçuk Üniversitesi Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 27, 271-286.
69. Şengül, C. ve Üstündağ, T. (2009). Fizik öğretmenlerinin eleştirel düşünme eğilimi düzeyleri ve düzenledikleri etkinliklerde eleştirel düşünmenin yeri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 36, 237-248.
70. Tabachnick, B.G. ve Fidell L.S. (2007). Using multivariate statistics. USA, Pearson Education.
71. Tong, Y. ve Shanggui, S. (2004). A Study on general self-efficacy and subjective well-being of low ses college students in a Chinese university. College Students Journal, 38 (4), 637-642.
72. Vallis, T.M. ve Bucher, B. (1986) Self-efficacy as a predictor of behavior change: Interaction with type of training for pain tolerance. Cognitive Therapy and Research, 10(1), 79-94.
73. Wanga, S.L. ve Yi Wub, P. (2008). The role of feedback and self-efficacy on web-based learning:The social cognitive perspective.Computers & Education, 51, 1589–1598.
74. Wendy, O. M. (1992). Critical thinking as "Critical Spirit." ERIC Clearinghouse on Assessment and Evaluation, (ERIC Document Reproduction Service No: ED357006). httD://www.eric.ed.lZov/ (Erişim Tarihi: 10.06.2014)
75. Yang, Y. C.,Newby T. J., ve Bill, R. L. (2005). Using socratic questioning to promote critical thinking skills through asynchronous discussion forums in distance learning environments. The American Journal of Distance Education. 19 (3),163–181.