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

Year 2016, Volume: 13 Issue: 34, 202 - 218, 29.06.2016

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.

References

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  • Arend, B. (2009). Encouraging critical thinking in online threaded discussions. The Journal of Educators Online, 6 (1), 1-23.
  • 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.
  • Aslan, C. (2013). Özel eğitim okullarında çalışan öğretmenlerin umutsuzluk düzeylerinin belirlenmesi. International Journal of Social Science, 6 (7), 121-132.
  • Aypay, A. (2010). Genel öz yeterlik ölçeği’nin (Göyö) Türkçe’ye uyarlama çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 11 (2), 113-131.
  • Bandura A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press.
  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84 (2), 191-215.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37 (2), 122-147.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ:Prentice Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Bandura, A. (2005). The primacy of self-regulation in health promotion.Applıed Psychology: An Internatıonal Revıew,54(2), 245–254.
  • Bandura, A. (2007). Self-efficacy. http://www.des.emory.edu/mfp/BanEncy.html (Erişim Tarihi: 10.08.2015).
  • Bandura, A. ve Lock, E., A. (2003). Negative self-efficacy and goal effects revisited .Journal of Applied Psychology, 88, 87-99.
  • Bandura, A.,(1989). Human agency in social cognitive theory. American Psychologist, 44, 1175–1184.
  • 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.
  • 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.
  • 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
  • Büyüköztürk, Ş., Çokluk, Ö. ve Köklü, N. (2012). Sosyal bilimler için istatistik. Ankara, Pegem Akademi.
  • Cengiz, E.G. (2004). Üniversite öğrencilerine yönelik eleştirel düşünme etkinliklerinin eleştirel düşünme eğilimi ve becerileri açısından değerlendirilmesi. Yayınlanmamış Yüksek Lisans Tezi, Ankara Üniversitesi, Ankara.
  • Coşkun, S. (2001). Hacettepe üniversitesi hemşirelik yüksekokulu öğrencilerinin eleştirel düşünme düzeyleri. Yayınlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi, Ankara.
  • Demirel, Ö. (2005). Kuramdan uygulamaya eğitimde program geliştirme. Ankara, Pegem.
  • Durak, A. ve Palabıyık R. (1994). Beck umutsuzluk ölçeği geçerlik çalışması. Kriz Dergisi 2(2), 311-319.
  • Dweck, C.S. ve Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256- 273.
  • Elder, L. ve Paul, R. (1998). The role of socratic questioning in thinking, teaching, and learning. The Clearing House71 (5),297-301.
  • Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational Leadership, 43 (2), 44-48.
  • Ennis, R. H. (2002). Super-Streamlined conception of critical Thinking. http://faculty.ed.uiuc.edu/rhennis/SSConcCTApr3.html. (Erişim Tarihi: 10.05.2014).
  • 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.
  • 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).
  • Facione, P.A., Facione, N.C. ve Giancarlo, C.A.F. (1998). The california critical thinking disposition inventory. California: Academic Press.
  • 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.
  • Gelen, İ. (1999). İlköğretim okulları 4. sınıf öğretmenlerinin sosyal bilgiler dersinde düşünme becerilerini kazandırma yeterliklerinin değerlendirilmesi. Yayımlanmamış Yüksek Lisans tezi, Çukurova Üniversitesi, Adana.
  • Halpern, D. F. (1998). Teaching critical thinking for transfer across domains. American Psychologist, 53, 449–455.
  • 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
  • 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.
  • Karasar, N. (2012). Bilimsel araştırma yöntemleri. Ankara: Nobel Yayın Dağıtım.
  • Kaya, H. (1997). Üniversite öğrencilerinde eleştirel akıl yürütme gücü. Yayımlanmamış Doktora tezi, İstanbul Üniversitesi,İstanbul.
  • Kökdemir, D. (2003). Belirsizlik durumlarında karar verme ve problem çözme. Yayımlanmamış Doktora tezi, Ankara Üniversitesi, Ankara
  • Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28 (1), 16–26.
  • 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.
  • 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.
  • Lau-Walker, M. (2004) Relationship between illness representation and self-efficacy. Journal of Advanced Nursing, 48(3): 216-225
  • 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.
  • Leung, D. Y. P. ve Kember, D. (2003). The relationship between approaches to learning and reflection uponpractice. Educational Psychology, 23(1), 61–71.
  • 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.
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  • 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.
  • 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.
  • Marlowe, N. (1998). Self-efficacy moderates the impact of stressful events on headache. Headache, 38, 662-667.
  • Melges, F.T. (1969). Types of hopelessness in psychological process. Archives of General Psychiatry, 20, 690-699
  • Munzur, F. (1999). Türk Dili ve Edebiyatı ders kitaplarında eleştirel düşünme eğitimi üzerine bir değerlendirme. Yayımlanmamış Yüksek Lisans tezi, Ankara Üniversitesi, Ankara.
  • Myers, C.H. (1992). Teaching critical thinking. Khodayar Abily (Translator), Tehran: Samt, 2007: 8-36, (Chapter1): Persian.
  • O’Connor, R.C. (2003). Suicidal behavior as a cry of pain: Test of a psychological model. Achieves of Suicide Research. 7, 297-308.
  • 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.
  • Paul, R. ve Elder, L., (2001). Critical thinking tools for charge of learning and your life, Prentice Hall, Upper Saddle River, New Jersey.
  • 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.
  • Phan, H. P. (2009). Relations between goals, self-efficacy, critical thinking, and deep processing strategies: A path analysis. Educational Psychology, 29, 777-799.
  • Phan, H. P. (2010). Students’ academic performance and various cognitive processes of learning: An integrative framework and empirical analysis. Educational Psychology, 30, 297–322.
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ELEŞTİREL DÜŞÜNME EĞİLİMİ, GENEL ÖZ YETERLİK VE UMUTSUZLUK ARASINDAKİ İLİŞKİNİN İNCELENMESİ

Year 2016, Volume: 13 Issue: 34, 202 - 218, 29.06.2016

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.

References

  • 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.
  • Arend, B. (2009). Encouraging critical thinking in online threaded discussions. The Journal of Educators Online, 6 (1), 1-23.
  • 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.
  • Aslan, C. (2013). Özel eğitim okullarında çalışan öğretmenlerin umutsuzluk düzeylerinin belirlenmesi. International Journal of Social Science, 6 (7), 121-132.
  • Aypay, A. (2010). Genel öz yeterlik ölçeği’nin (Göyö) Türkçe’ye uyarlama çalışması. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 11 (2), 113-131.
  • Bandura A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press.
  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84 (2), 191-215.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37 (2), 122-147.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ:Prentice Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Bandura, A. (2005). The primacy of self-regulation in health promotion.Applıed Psychology: An Internatıonal Revıew,54(2), 245–254.
  • Bandura, A. (2007). Self-efficacy. http://www.des.emory.edu/mfp/BanEncy.html (Erişim Tarihi: 10.08.2015).
  • Bandura, A. ve Lock, E., A. (2003). Negative self-efficacy and goal effects revisited .Journal of Applied Psychology, 88, 87-99.
  • Bandura, A.,(1989). Human agency in social cognitive theory. American Psychologist, 44, 1175–1184.
  • 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.
  • 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.
  • 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
  • Büyüköztürk, Ş., Çokluk, Ö. ve Köklü, N. (2012). Sosyal bilimler için istatistik. Ankara, Pegem Akademi.
  • Cengiz, E.G. (2004). Üniversite öğrencilerine yönelik eleştirel düşünme etkinliklerinin eleştirel düşünme eğilimi ve becerileri açısından değerlendirilmesi. Yayınlanmamış Yüksek Lisans Tezi, Ankara Üniversitesi, Ankara.
  • Coşkun, S. (2001). Hacettepe üniversitesi hemşirelik yüksekokulu öğrencilerinin eleştirel düşünme düzeyleri. Yayınlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi, Ankara.
  • Demirel, Ö. (2005). Kuramdan uygulamaya eğitimde program geliştirme. Ankara, Pegem.
  • Durak, A. ve Palabıyık R. (1994). Beck umutsuzluk ölçeği geçerlik çalışması. Kriz Dergisi 2(2), 311-319.
  • Dweck, C.S. ve Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256- 273.
  • Elder, L. ve Paul, R. (1998). The role of socratic questioning in thinking, teaching, and learning. The Clearing House71 (5),297-301.
  • Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational Leadership, 43 (2), 44-48.
  • Ennis, R. H. (2002). Super-Streamlined conception of critical Thinking. http://faculty.ed.uiuc.edu/rhennis/SSConcCTApr3.html. (Erişim Tarihi: 10.05.2014).
  • 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.
  • 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).
  • Facione, P.A., Facione, N.C. ve Giancarlo, C.A.F. (1998). The california critical thinking disposition inventory. California: Academic Press.
  • 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.
  • Gelen, İ. (1999). İlköğretim okulları 4. sınıf öğretmenlerinin sosyal bilgiler dersinde düşünme becerilerini kazandırma yeterliklerinin değerlendirilmesi. Yayımlanmamış Yüksek Lisans tezi, Çukurova Üniversitesi, Adana.
  • Halpern, D. F. (1998). Teaching critical thinking for transfer across domains. American Psychologist, 53, 449–455.
  • 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
  • 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.
  • Karasar, N. (2012). Bilimsel araştırma yöntemleri. Ankara: Nobel Yayın Dağıtım.
  • Kaya, H. (1997). Üniversite öğrencilerinde eleştirel akıl yürütme gücü. Yayımlanmamış Doktora tezi, İstanbul Üniversitesi,İstanbul.
  • Kökdemir, D. (2003). Belirsizlik durumlarında karar verme ve problem çözme. Yayımlanmamış Doktora tezi, Ankara Üniversitesi, Ankara
  • Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28 (1), 16–26.
  • 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.
  • 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.
  • Lau-Walker, M. (2004) Relationship between illness representation and self-efficacy. Journal of Advanced Nursing, 48(3): 216-225
  • 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.
  • Leung, D. Y. P. ve Kember, D. (2003). The relationship between approaches to learning and reflection uponpractice. Educational Psychology, 23(1), 61–71.
  • 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.
  • Luszczynska, A., Scholz, U. ve Schwarzer, R. (2005). The general self-efficacy scale:Multicultural validation studies. The Journal of Psychology, 139 (5), 439-457.
  • 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.
  • 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.
  • Marlowe, N. (1998). Self-efficacy moderates the impact of stressful events on headache. Headache, 38, 662-667.
  • Melges, F.T. (1969). Types of hopelessness in psychological process. Archives of General Psychiatry, 20, 690-699
  • Munzur, F. (1999). Türk Dili ve Edebiyatı ders kitaplarında eleştirel düşünme eğitimi üzerine bir değerlendirme. Yayımlanmamış Yüksek Lisans tezi, Ankara Üniversitesi, Ankara.
  • Myers, C.H. (1992). Teaching critical thinking. Khodayar Abily (Translator), Tehran: Samt, 2007: 8-36, (Chapter1): Persian.
  • O’Connor, R.C. (2003). Suicidal behavior as a cry of pain: Test of a psychological model. Achieves of Suicide Research. 7, 297-308.
  • 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.
  • Paul, R. ve Elder, L., (2001). Critical thinking tools for charge of learning and your life, Prentice Hall, Upper Saddle River, New Jersey.
  • 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.
  • Phan, H. P. (2009). Relations between goals, self-efficacy, critical thinking, and deep processing strategies: A path analysis. Educational Psychology, 29, 777-799.
  • Phan, H. P. (2010). Students’ academic performance and various cognitive processes of learning: An integrative framework and empirical analysis. Educational Psychology, 30, 297–322.
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There are 75 citations in total.

Details

Primary Language Turkish
Journal Section Araştırma Makaleleri
Authors

Fatih Kezer

Üzeyir Oğurlu This is me

Osman Nejat Akfırat

Publication Date June 29, 2016
Published in Issue Year 2016 Volume: 13 Issue: 34

Cite

APA Kezer, F., Oğurlu, Ü., & Akfırat, O. N. (2016). ELEŞTİREL DÜŞÜNME EĞİLİMİ, GENEL ÖZ YETERLİK VE UMUTSUZLUK ARASINDAKİ İLİŞKİNİN İNCELENMESİ. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(34), 202-218.
AMA Kezer F, Oğurlu Ü, Akfırat ON. ELEŞTİREL DÜŞÜNME EĞİLİMİ, GENEL ÖZ YETERLİK VE UMUTSUZLUK ARASINDAKİ İLİŞKİNİN İNCELENMESİ. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. June 2016;13(34):202-218.
Chicago Kezer, Fatih, Üzeyir Oğurlu, and Osman Nejat Akfırat. “ELEŞTİREL DÜŞÜNME EĞİLİMİ, GENEL ÖZ YETERLİK VE UMUTSUZLUK ARASINDAKİ İLİŞKİNİN İNCELENMESİ”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 13, no. 34 (June 2016): 202-18.
EndNote Kezer F, Oğurlu Ü, Akfırat ON (June 1, 2016) ELEŞTİREL DÜŞÜNME EĞİLİMİ, GENEL ÖZ YETERLİK VE UMUTSUZLUK ARASINDAKİ İLİŞKİNİN İNCELENMESİ. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 13 34 202–218.
IEEE F. Kezer, Ü. Oğurlu, and O. N. Akfırat, “ELEŞTİREL DÜŞÜNME EĞİLİMİ, GENEL ÖZ YETERLİK VE UMUTSUZLUK ARASINDAKİ İLİŞKİNİN İNCELENMESİ”, Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, vol. 13, no. 34, pp. 202–218, 2016.
ISNAD Kezer, Fatih et al. “ELEŞTİREL DÜŞÜNME EĞİLİMİ, GENEL ÖZ YETERLİK VE UMUTSUZLUK ARASINDAKİ İLİŞKİNİN İNCELENMESİ”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 13/34 (June 2016), 202-218.
JAMA Kezer F, Oğurlu Ü, Akfırat ON. ELEŞTİREL DÜŞÜNME EĞİLİMİ, GENEL ÖZ YETERLİK VE UMUTSUZLUK ARASINDAKİ İLİŞKİNİN İNCELENMESİ. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2016;13:202–218.
MLA Kezer, Fatih et al. “ELEŞTİREL DÜŞÜNME EĞİLİMİ, GENEL ÖZ YETERLİK VE UMUTSUZLUK ARASINDAKİ İLİŞKİNİN İNCELENMESİ”. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, vol. 13, no. 34, 2016, pp. 202-18.
Vancouver Kezer F, Oğurlu Ü, Akfırat ON. ELEŞTİREL DÜŞÜNME EĞİLİMİ, GENEL ÖZ YETERLİK VE UMUTSUZLUK ARASINDAKİ İLİŞKİNİN İNCELENMESİ. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2016;13(34):202-18.

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