The Relationship Between the Critical Thinking Skills, Creative Reading Perceptions and Reading Self-Efficacy of Secondary School Students

Abstract

The present study aims to determine the critical thinking skills, creative reading perceptions and reading self-efficacy levels of secondary school students and to examine the relationship between them. The study was based on a correlation design. The study group consisted of 641 students studying in 14 schools selected from official secondary schools and imam hatip secondary schools in the Trabzon province located in the northeast of Turkey. Personal Information Form, the Critical Thinking Skills Test, the Creative Reading Perception Scale and the Reading Self-Efficacy Scale were used as data collection tools. As a result of the study, significant positive relationships were found between the critical thinking skills and reading self-efficacy of the secondary school students. While significant positive relationships were found between the creative reading perceptions and reading self-efficacy of the students, no significant relationship was found between the critical thinking skills and creative reading perceptions. In the study, it was also determined that the critical thinking and creative reading scores of the students were at moderate levels, while their reading self-efficacy scores were above average. In terms of gender, results were found in favor of female students in all variables, while in terms of socioeconomic status, significant differences were found only in critical thinking and reading self-efficacy, but no significant difference was found in creative reading perception. The findings of the study show that students do not sufficiently possess high-level thinking skills and reading self-efficacy, which contributes to the development of these skills.

Keywords

• critical thinking
• creative reading
• reading self-efficacy
• reading skills

Ortaokul Öğrencilerinin Eleştirel Düşünme Becerileri, Yaratıcı Okuma Algıları ve Okuma Öz Yeterlikleri Arasındaki İlişki

Abstract

Bu çalışmanın amacı, ortaokul öğrencilerinin eleştirel düşünme becerileri, yaratıcı okuma algıları ve okuma öz yeterlik düzeylerini belirlemek ve aralarındaki ilişkiyi incelemektir. Çalışma korelasyon araştırma desenine göre tasarlanmıştır. Çalışma grubunu Türkiye’nin kuzeydoğusunda yer alan Trabzon ilindeki resmî ortaokul ve imam hatip ortaokullarından seçilen 14 okulda öğrenim gören 641 öğrenci (Kız=349, Erkek=293) oluşturmaktadır. Çalışmada veri toplama aracı olarak Kişisel Bilgi Formu, Eleştirel Düşünme Becerisi Testi, Yaratıcı Okuma Algı Ölçeği ve Okuma Öz Yeterliği Ölçeği kullanılmıştır. Çalışmanın sonucunda, ortaokul öğrencilerinin eleştirel düşünme becerileri ile okuma öz yeterlikleri arasında pozitif yönde anlamlı ilişkiler bulunmuştur. Öğrencilerin yaratıcı okuma algıları ile okuma öz yeterlikleri arasında pozitif yönde anlamlı ilişkiler bulunurken eleştirel düşünme becerisi ile yaratıcı okuma algıları arasında anlamlı ilişki tespit edilmemiştir. Çalışmada aynı zamanda öğrencilerin eleştirel düşünme ve yaratıcı okuma puanlarının orta seviyelerde, okuma öz yeterliği puanlarının ise orta seviyenin üstünde olduğu belirlenmiştir. Cinsiyet açısından tüm değişkenlerde kız öğrenciler lehine sonuçlara ulaşılırken sosyoekonomik durum açısından sadece eleştirel düşünme ve okuma öz yeterliğinde anlamlı farklılıklara ulaşıldığı ancak yaratıcı okuma algısında ise anlamlı bir farklılığa ulaşılamadığı tespit edilmiştir. Çalışmada elde edilen sonuçlar, öğrencilerin üst düzey düşünme becerileri ve bu becerilerin gelişimine katkı sağlayan okuma öz yeterliğine yeterince sahip olmadıklarını göstermektedir.

Keywords

• Eleştirel düşünme
• yaratıcı okuma
• okuma öz yeterliği
• okuma becerisi

References

1. Abraham A. (2016). Gender and creativity: an overview of psychological and neuroscientific literature. Brain imaging and behavior, 10(2), 609–618. https://doi.org/10.1007/s11682-015-9410-8
2. Acar, S., Tadik, H., Uysal, R., Myers, D., & Inetas, B. (2023). Socio‐economic status and creativity: A meta‐analysis. The Journal of Creative Behavior, 57(1), 138-172. https://doi.org/10.1002/jocb.568
3. Adair, J. E. (2007). The art of creative thinking: How to be innovative and develop great ideas. Kogan Page Publishers.
4. Adams, P. J. (1968). Creative reading. International Reading Association.
5. Afflerbach, P., Cho, B. Y., Kim, J. Y., Crassas, M. E., & Doyle, B. (2013). Reading: what else matters besides strategies and skills? The Reading Teacher, 66(6), 440–448. https://doi.org/10.1002/TRTR.1146
6. Afifah, W., Soeharto, S., Budiwati, T. R., & Atmantika, Z. H. (2023). Enhancing reading abilities: Exploring the interrelationships among speed, critical, and creative reading through classroom-based action research. Lectura: Jurnal Pendidikan, 14(2), 314-326. https://doi.org/10.31849/lectura.v14i2.14926
7. Alexander, A.P. (2005). The path to competence: A lifespan developmental perspective on reading. Journal of Literacy Research, 37(4), 413–436. https://doi.org/10.1207/s15548430jlr3704_1
8. Amanvermez İncirkuş, F. (2021). Ortaokul öğrencilerinin Türkçe dersinde eleştirel düşünme becerilerinin çeşitli değişkenlere göre incelenmesi. Cumhuriyet International Journal of Education, 10(3), 1261-1282. http://dx.doi.org/10.30703/cije.838035

9. Arslan, S. (2012). The influence of environment education on critical thinking and environmental attitude. Procedia-Social and Behavioral Sciences, 55, 902-909. https://doi.org/10.1016/j.sbspro.2012.09.579
10. Arslan, A. (2013). Okuma becerisi ile ilgili makalelerde cinsiyet değişkeni. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 2(2), 251-265. https://doi.org/10.7884/teke.153
11. Aslanyürek-Sezer, E., Eminoğlu-Küçüktepe, S., & Yıldız, N. (2022). Ortaokul öğrencilerinin eleştirel düşünme becerisi üzerine bir meta-analiz çalışması. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 55, 252- 293. https://doi.org/10.9779/pauefd.990873
12. Ay, Ş., & Akgöl, H. (2008). Eleştirel düşünme gücü ile cinsiyet, yaş ve sınıf düzeyi. Journal of Theoretical Educational Science, 1(2), 65-75.
13. Baer, J., & Kaufman, J. C. (2008). Gender differences in creativity. Journal of Creative Behavior, 42(2), 75-149. https://doi.org/10.1002/j.2162-6057.2008.tb01289.x
14. Bailin, S., Case, R., Coombs, J. R., & Daniels, L. B. (1999). Conceptualising critical thinking. Journal of Curriculum Studies, 31(3), 285-302. https://doi.org/10.1080/002202799183133
15. Baki, Y. (2020). The effect of critical reading skills on the evaluation skills of the creative reading process. Eurasian Journal of Educational Research, 20(88), 199-224.
16. Bakır, T., & Eğmir, E. (2022). Ortaokul öğrencilerinin eleştirel düşünme eğilimleri ile üstbilişsel farkındalıkları arasındaki ilişkinin incelenmesi. E-Uluslararası Eğitim Araştırmaları Dergisi, 13(5), 21-40. https://doi.org/10.19160/e-ijer.1105032
17. Bandura, A. (1986). Social foundations of thought and action: A social cognition theory. Prentice-Hall.
18. Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.
19. Bilgin, R., & Erbuğ, E. (2021). Eğitimde firsat eşitsizliği üzerine eleştirel bir değerlendirme. International Journal of Economics Administrative and Social Sciences, 4(2), 231-239.
20. Brookhart, S. M. (2021). Sınıfınızda üst düzey düşünme becerilerini nasıl belirlersiniz?. (E. C. Aybek, Trans. Ed.). Nobel.
21. Bruning, R., Dempsey, M., Kauffman, D. F., McKim, C., & Zumbrunn, S. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25–38. https://doi.org/10.1037/a0029692
22. Carey, L. M. (1994). Measurement and evaluation school learning. Allyn & Bacon.
23. Carroll, J. M., & Fox, A. C. (2017). Reading self-efficacy predicts word reading but not comprehension in both girls and boys. Frontiers in Psychology, 7, 174327. https://doi.org/10.3389/fpsyg.2016.02056
24. Cheong, C. M., & Cheung, W. S. (2008). Online discussion and critical thinking skills: A case study in a Singapore secondary school. Australasian Journal of Educational Technology, 24(5). https://doi.org/10.14742/ajet.1191
25. Cheung, C. K., Rudowicz, E., Lang, G., Yue, X. D., & Kwan, A. S. (2001). Critical thinking among university students: does the family background matter? College Student Journal, 35(4), 577.
26. Chou, M. J., Cheng, J. C., & Cheng, Y. W. (2016). Operating classroom aesthetic reading environment to raise children’s reading motivation. Universal Journal of Educational Research, 4(1), 81-97. http://dx.doi.org/10.13189/ujer.2016.040111
27. Clegg, P. (2008). Creativity and critical thinking in the globalised university. Innovations in Education and Teaching International, 45(3), 219-226. https://doi.org/10.1080/14703290802175982
28. Conway, B. (2017). Reading comprehension and self-efficacy. All Capstone Projects, 283. Retrieved from https://opus.govst.edu/cgi/viewcontent.cgi?article=1286&context=capstones
29. Cox, S. R., Friesner, D. L., & Khayum, M. (2003). Do reading skills courses help underprepared readers achieve academic success in college? Journal of College Reading and Learning, 33(2), 170-196. http://dx.doi.org/10.1080/10790195.2003.10850147
30. Council of European Union. (2015, March 17). Declaration on promoting citizenship and the common values of freedom, tolerance and non-discrimination through education. Report from the informal meeting of European Union Education Ministers. Eurydice Education, Audiovisual and Culture Executive Agency. Retrieved from https://op.europa.eu/en/publication-detail/-/publication/ebbab0bb-ef2f-11e5-8529-01aa75ed71a1
31. Creswell, J. W. (2019). Eğitim araştırmaları: Nicel ve nitel araştırmanın planlanması, yürütülmesi ve değerlendirilmesi (2. bs.) (H. Ekşi, Çev. Ed.). Edam Yayınları.
32. Çakan-Akkaş, B. N., & Kabataş-Memiş, E. (2021). Türkiye’de eleştirel düşünme konusunda gerçekleştirilen tezlerin analizi. Trakya Eğitim Dergisi, 11(2), 684-695. https://doi.org/10.24315/tred.691163
33. Çeliköz, N. (2017). Okul öncesi dönem 5-6 yaş çocuklarının yaratıcılık düzeylerinin incelenmesi. Yıldız Journal of Educational Research, 2(1), 1-25.
34. Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2021). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LİSREL uygulamaları (6. bs.). Pegem Akademi.
35. Dea Moore, C., & Cook, K. M. (2011). Promoting and measuring family caregiver self-efficacy in caregiver–physician interactions. Social Work in Health Care, 50, 801–814. https://doi.org/10.1080/00981389.2011.580835
36. Demir, T. (2013). İlköğretim öğrencilerinin yaratıcı yazma becerileri ile yazma özyeterlik algısı ilişkisi üzerine bir çalışma. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 2(1), 84-114.
37. Dilekçi, A., & Karatay, H. (2022). Türkçe dersi kitaplarındaki etkinliklerin eleştirel düşünme becerisine göre incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (64), 78-101. https://doi.org/10.21764/maeuefd.1026402
38. Duran, E. (2013). Türkçe dersi öğretim programlarında eleştirel okuma. The Journal of Academic Social Science Studies, 6(2), 351-365. http://dx.doi.org/10.9761/jasss_571
39. Eales-Reynolds, L. J., Judge, B., McCreery, E., & Jones, P. (2013). Critical thinking skills for education students. Learning Matters.
40. Eğmir, E., & Ocak, G. (2016). Eleştirel düşünme becerisini ölçmeye yönelik bir başarı testi geliştirme. Electronic Turkish Studies, 11(19), 337-360. http://dx.doi.org/10.7827/TurkishStudies.9961
41. Epçaçan, C., & Epçaçan, C. (2010). Socio-economic and culturel factors effecting self efficacy on reading comprehension. Procedia Social and Behavioral Sciences, 2, 666-671. https://doi.org/10.1016/j.sbspro.2010.03.081
42. Eyüp, B., & Kayhan, S. (2024). Secondary school students' perceptions of creative reading: the predictive role of metacognitive awareness of reading strategies, reading motivation and reading engagement. International Online Journal of Education and Teaching, 11(1). 219-237.
43. Eyüp, B., & Uzuner-Yurt, S. (2016). Ortaokul öğrencilerinin okuma tutumları ve okuduğunu anlama öz yeterlikleri arasındaki ilişki. Journal of Academic Studies, 17(67), 201-216.
44. Fisher, R., & Williams, M. (2004). Unlocking creativity: Teaching across the curriculum. David Fulton Publishers.
45. Fitri, D. R., Sofyan, D., & Jayanti, F. G. (2019). The correlation between reading self-efficacy and reading comprehension. Journal of English Education and Teaching, 3(1), 1-13. https://doi.org/10.33369/jeet.3.1.1-13
46. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill Companies.
47. Gainsburg, J. C. (1961). Critical reading is creative reading and needs creative teaching. The Reading Teacher, 15(3), 185-192.
48. Gelerstein, D., Del Rio, R., Nussbaum, M., Chiuminatto, P., & López, X. (2016). Designing and implementing a test for measuring critical thinking in primary school. Thinking Skills and Creativity, 20, 40-49. https://doi.org/10.1016/j.tsc.2016.02.002
49. Güneş, F. (2006). Çocuklarda okuma ilgisi ve kitap seçimi. İlköğretmen, 2, 43-45.
50. Halpern, D. F. (2003). Thought and knowledge: An introduction to critical thinking. Lawrence Erlbaum Associates, Publishers.
51. Han, J., Chu, X., Song, H., & Li, Y. (2015). Social capital, socioeconomic status and self-efficacy. Applied Economics and Finance, 2(1), 1-10. http://dx.doi.org/10.11114/aef.v2i1.607
52. He, K. (2017). A theory of creative thinking: Construction and verification of the dual circulation model. Springer.
53. Hunter, D. A. (2014). A practical guide to critical thinking: Deciding what to do and believe (2nd ed.). John Wiley & Sons.
54. Iliman-Püsküllüoğlu, E., & Altınkurt, Y. (2018). Öğretmenlerin eleştirel düşünme eğilimleri ile örgütsel muhalefet davranışları arasındaki ilişki. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(4), 897-914. http://dx.doi.org/10.16986/HUJE.2018037422
55. Johnson, R. B., Christensen, L. (2014). Educational research: Quantitative, qualitative and mixed approaches (5th ed.). Sage.
56. Kandemir, S. N., & Eğmir, E. (2020). Ortaokul öğrencilerinin eleştirel düşünme eğilimleri ile akademik özyeterlilikleri arasındaki ilişkinin çeşitli değişkenler açısından incelenmesi. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 9(4), 1775-1798.
57. Karakoç-Öztürk, B. (2015). Ortaokul öğrencilerinin okur öz yeterlikleri üzerine bir araştırma: Adana ili örneği. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(21), 908-936. http://dx.doi.org/10.14520/adyusbd.23976
58. Karatay, H. (2018). Okuma eğitimi: Kuram ve uygulama (3. bs.). Pegem Akademi.
59. Kasem, L. A. A. E., Ismail, A. M., & Elsayed, R. A. (2022). An investigation of the creative reading skills of preparatory school EFL students. Sohag University International Journal of Educational Research, 6(6), 67-74. https://doi.org/10.21608/suijer.2022.253738
60. Kleemola, K., Hyytinen, H., & Toom, A. (2023). Critical thinking and writing in transition to higher education in Finland: do prior academic performance and socioeconomic background matter?. European Journal of Higher Education, 13(4), 488-508. https://doi.org/10.1080/21568235.2022.2075417
61. Korkmaz, Ö. (2009). Öğretmenlerin eleştirel düşünme eğilim ve düzeyleri. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 10(1), 1-13.
62. Kohzadi, H., Azizmohammadi, F., & Samadi, F. (2014). Is there a relationship between critical thinking and critical reading of literary texts: A case study at Arak University (Iran). International Letters of Social and Humanistic Sciences, 33, 63-76. http://dx.doi.org/10.18052/www.scipress.com/ILSHS.33.63
63. Köksal, N., & Çöğmen, S. (2018). Ortaokul öğrencilerinin eleştirel düşünme ve iletişim becerileri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 44(44), 278-296. https://doi.org/10.9779/pauefd.422244
64. Lapuz, A. M. E., & Fulgencio, M.N. (2020). Improving the critical thinking skills of secondary school students using problem-based learning. International Journal of Academic Multidisciplinary Research, 1(1), 1-7.
65. Li, Y., & Wang, C. (2010). An empirical study of reading self-efficacy and the use of reading strategies in the Chinese EFL context. Asian EFL Journal, 12(2), 144-162.
66. Locher, F., & Pfost, M. (2020). The relation between time spent reading and reading comprehension throughout the life course. Journal of Research in Reading, 43(1), 57-77. http://dx.doi.org/10.1111/1467-9817.12289
67. Mangır, M., & Çağatay-Aral, N. (1991). Alt ve üst sosyo-ekonomik düzeydeki dokuz yaş çocuklarının yaratıcılıklarını etkileyen bazı faktörlerin incelenmesi. Eğitim ve Bilim, 15(79), 10-20.
68. McCabe, P. P., Kraemer, L. A., Miller, P. M., Parmar, R. S., & Ruscica, M. S. (2006). The effect of text format upon underachieving first year college students' self-efficacy for reading and subsequent reading comprehension. Journal of College Reading and Learning, 37(1), 19-42. https://doi.org/10.1080/10790195.2006.10850191
69. McKendree, J., Small, C., Stenning, K., & Conlon, T. (2002). The role of representation in teaching and learning critical thinking. Educational Review, 54(1), 57-67. http://dx.doi.org/10.1080/00131910120110884
70. Melanlıoğlu, D., & Demir-Atalay, T. (2016). Yabancı dil olarak Türkçe öğrenenlerin yazma öz yeterlikleri üzerinde yaratıcı yazma uygulamalarının etkisi. Türkiye Sosyal Araştırmalar Dergisi, 20(3), 697-721.
71. McKinnon, J. L. (2012). Effects of scaffolding higher order thinking questions on reader self-efficacy and critical thinking of sixth grade students (Unpublished doctoral dissertation). Western Connecticut State University.
72. Millî Eğitim Bakanlığı. (2019). Türkçe dersi öğretim programı (İlkokul ve ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. sınıflar). Erişim adresi: T%C3%BCrk%C3%A7e%20%C3%96%C4%9Fretim%20Program%C4%B1%202019.pdf
73. Millî Eğitim Bakanlığı. (2023). 2022 PISA Türkiye raporu. Millî Eğitim Bakanlığı. Erişim adresi: https://pisa.meb.gov.tr/meb_iys_dosyalar/2024_01/26152640_pisa2022_rapor.pdf
74. Moafian, F., & Ghanizadeh, A. (2011). A correlational analysis of EFL university students’ critical thinking and self-efficacy. The Journal of Teaching Language Skills (JTLS), 3(1), 119-149.
75. Moore, B. N., & Parker, R. (2009). Critical thinking (9th ed.). McGraw-Hill.
76. Moorman, K., & Ram, A. (1994). A functional theory of creative reading. Technical Report Series. Atlanta, Georgia: College and Computing Georgia Institute of Technology.
77. Morris, J. (1972). Creative reading. ELT Journal, 26(3), 257-261.
78. Nisula, A. M., & Olander, H. (2023). The role of creativity in knowledge workers’ entrepreneurial intentions: The moderating effect of general self-efficacy. Journal of Small Business Management, 61(6), 3228-3254. https://doi.org/10.1080/00472778.2021.1989593
79. Ocak, G., & Karslı, E. (2022). Relationship between critical reading skills and creative reading perceptions of fifth grade students. International Journal of Education and Literacy Studies, 10(3), 91-100. http://dx.doi.org/10.7575/aiac.ijels.v.10n.3p.91
80. Ocak, İ., & Kutlu-Kalender, M. D. (2017). 6. sınıf öğrencilerinin eleştirel düşünme becerilerinin çeşitli değişkenler açısından incelenmesi (Kütahya ili örneği). Kastamonu Eğitim Dergisi, 25(4), 1587-1600. https://doi.org/10.24106/kefdergi.332515
81. OECD. (2005). Learning for tomorrow’s world: First results from PISA 2003. (No.9264007245). Paris: OECD.
82. OECD (2023). PISA 2022 assessment and analytical framework. PISA, OECD Publishing, Paris. https://doi.org/10.1787/dfe0bf9c-en
83. O’Reilly, C., Devitt, A., & Hayes, N. (2022). Critical thinking in the preschool classroom-A systematic literature review. Thinking Skills and Creativity, 46(1), 1–20. https://doi.org/10.1016/j.tsc.2022.101110
84. Ökcü, M., & Emir, S. (2024). Dördüncü sınıf olağan gelişim gösteren ve özel yetenekli öğrencilerin yaratıcı okuma ve okuduğunu anlama becerilerinin incelenmesi. Ana Dili Eğitimi Dergisi, 12(1), 111-136. https://doi.org/10.16916/aded.1371958
85. Özbay, M. (2006). Okuma eğitiminde çevre faktörü. Eurasian Journal of Educational Research, 24, 161-170.
86. Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578. https://doi.org/10.3102/00346543066004543
87. Parhamnia, F., Farahian, M., & Rajabi, Y. (2022). Knowledge sharing and self-efficacy in an EFL context: the mediating effect of creativity. Global Knowledge, Memory and Communication, 71(4/5), 293-321. http://dx.doi.org/10.1108/GKMC-03-2021-0040
88. Partnership for 21st Century Learning (P21). (2007). Framework for 21st century learning. Received from http://www.p21.org/our-work/p21-framework
89. Pascarella, E. T., & Terenzini, P. T. (1991). How college affects students: Findings and insights from twenty years of research. Jossey-Bass.
90. Paul, R., & Elder, L. (2008). The thinker's guide to the nature of and functions of critical and creative thinking. Foundation for Critical Thinking.
91. Paul, R., & Elder, L. (2019). The miniature guide to critical thinking concepts and tools (8th ed.). Rowman & Littlefield.
92. Peura, P., Aro, T., Räikkönen, E., Viholainen, H., Koponen, T., Usher, E. L., & Aro, M. (2021). Trajectories of change in reading self-efficacy: A longitudinal analysis of self-efficacy and its sources. Contemporary Educational Psychology, 64, Article 101947. https://doi.org/10.1016/j.cedpsych.2021.101947
93. Phan, H. P. (2010). Critical thinking as a self-regulatory process component in teaching and learning. Psicothema, 284-292.
94. Piercey, R. R. (2013). Reading self-efficacy in early adolescence: which measure works best? (Unpublished doctoral dissertations). University of Kentucky.
95. Putri, T. S. Y., Wilujeng, I., Pratama, M. A., & Astuty, S. (2020). Critical thinking skills differences of junior high school students based on the gender. Journal of Physics: Conference Series, (1440/1, p. 012087), IOP Publishing.
96. Reynders, G., Lantz, J., Ruder, S.M., Stanford, C. L., & Cole, R. S. (2020). Rubrics to assess critical thinking and information processing in undergraduate STEM courses. International Journal of STEM Education, 7(9). https://doi.org/10.1186/s40594-020-00208-5
97. Ritchie, S. J., Luciano, M., Hansell, N. K., Wright, M. J., & Bates, T. C. (2013). The relationship of reading ability to creativity: Positive, not negative associations. Learning and Individual Differences, 26, 171-176. https://doi.org/10.1016/j.lindif.2013.02.009
98. Sakız, G. (2013). Başarıda anahtar kelime: Öz-yeterlik. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 26(1), 185-210.
99. Salahshoor, N., & Rafiee, M. (2016). The relationship between critical thinking and gender: A case of Iranian EFL learners. Journal of Applied Linguistics and Language Research, 3(2), 117-123.
100. Sardabi, N., & Ojagh, P. (2022). The impact of creative literacy activities on the reading motivation and reading comprehension of young learners: Evidence from CLIL and EFL Settings. Journal of Foreign Language Teaching and Translation Studies, 7(4), 1-16. https://doi.org/10.22034/efl.2022.349070.1178
101. Sarigoz, O. (2012). Assessment of the high school students' critical thinking skills. Procedia-Social and Behavioral Sciences, 46, 5315-5319. https://doi.org/10.1016/j.sbspro.2012.06.430
102. Scriven, M. (1976). Reasoning. McGraw-Hill.
103. Scriven, M., & Paul, R. (1987). Defining critical thinking. 8th Annual International Conference on Critical Thinking and Education Reform. Received from http://www.criticalthinking.org/pages/defining-critical-thinking/766
104. Schunk, D. H. (1989). Self-efficacy and achievement behaviors. Educational Psychology Review, 1, 173-208.
105. Seferoğlu, S. S., & Akbıyık, C. (2006). Eleştirel düşünme ve öğretimi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(30), 193-200.
106. Sever, S. (2010). Çocuk ve edebiyat (5. bs.). Tudem.
107. Shell, D. F., Colvin, C., & Bruning, R. H. (1995). Self-efficacy, attribution, and outcome expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences. Journal of Educational Psychology, 87(3), 386. http://dx.doi.org/10.1037/0022-0663.87.3.386
108. Smith, J. K., Smith, L. F., Gilmore, A., & Jameson, M. (2012). Students' self-perception of reading ability, enjoyment of reading and reading achievement. Learning and Individual Differences, 22(2), 202-206. https://doi.org/10.1016/j.lindif.2011.04.010
109. Solheim, O.J. (2011). The impact of self-efficacy and task value on reading comprehension scores in different item formats. Reading Psychology, 32(1), 1–27. http://dx.doi.org/10.1080/02702710903256601 Söylemez, Y. (2018). 2018 Türkçe dersi öğretim programındaki kazanımların üst düzey düşünme becerileri açısından değerlendirilmesi. Atatürk Üniversitesi Türkiyat Araştırmaları Enstitüsü Dergisi, (63), 345-384. https://doi.org/10.14222/Turkiyat3991
110. Sturgell, I. (2008). Touchstone texts: Fertile ground for creativity. The Reading Teacher, 61, 411-414. https://doi.org/10.1598/RT.61.5.5
111. Sung, E. H. (2005). Relationships between self-esteem, general self-efficacy and creative personality. Korean Journal of Child Studies, 26(1), 217-228.
112. Susar-Kırmızı, F., & Kasap, D. (2017). The effect of creative reading and creative writing activities on creative reading achievement. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(1), 406-412. https://doi.org/10.29250/sead.286446
113. Tabrizi, A. R. N., & Jafari, M. (2015). The relationship among critical thinking, self efficacy, and Iranian EFL learners' reading comprehension ability with different proficiency levels. Academic Research International, 6(2), 412-427.
114. Taglieber, L. K. (2003). Critical reading and critical thinking. Ilha do Desterro a Journal of English Language, Literatures in English and Cultural Studies, (44), 141-163. https://doi.org/10.5007/2175-8026.2003n44p141
115. Thompson, C. (2011). Critical thinking across the curriculum: Process over output. International Journal of Humanities and Social Science, 1(9), 1–7.
116. Trisnayanti, N. L. P. D., Agustini, D. A. E., & Tantra, D. K. (2020). Relationships among reading anxiety, reading self-efficacy, and reading competency in the vocational high school in Singaraja. International Journal of Language and Literature, 4(1), 33–46. https://doi.org/10.23887/ijll.v4i1.30225
117. Toshpulatova, D., & Kinjemuratova, A. (2020). Teacher perceptions on developing students’ critical thinking skills in academic English module. International Journal of Psycho-Educational Sciences, 9(1), 48–60.
118. Unrau, N. J., Rueda, R., Son, E., Polanin, J. R., Lundeen, R. J., & Muraszewski, A. K. (2018). Can reading self-efficacy be modified? A meta-analysis of the impact of interventions on reading self-efficacy. Review of Educational Research, 88(2), 167-204. https://doi.org/10.3102/0034654317743199
119. Urfalı-Dadandı, P., & Ungan, S. (2022). Ortaokul öğrencileri için okuma öz-yeterliği ölçeği’nin geliştirilmesi. Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 22(1), 173-190. https://dx.doi.org/10.17240/aibuefd.2022..-878130
120. Uribe-Enciso, O. L., Uribe Enciso, D. S., & del Pilar Vargas Daza, M. (2017). Critical thinking and its importance in education: Some reflections. Rastros Rostros, 19(34), 78-88. https://doi.org/10.16925/ra.v19i34.2144
121. Uyar, A. (2023). Ortaokul öğrencilerinin eleştirel düşünme eğilimlerinin incelenmesi. Maarif Mektepleri Uluslararası Eğitim Bilimleri Dergisi, 7(1), 62-82. https://doi.org/10.46762/mamulebd.1309228
122. Ülper, H., & Şirin, A. N. (2020). Okuma anlama düzeyleriyle özyeterlik algısı arasındaki ilişki bağlamında ortaokul öğrencilerinin görünümleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 48, 1-14. https://doi.org/10.9779/pauefd.487556
123. Ünal, E. (2006). İlköğretim öğrencilerinin eleştirel okuma becerileri ile okuduğunu anlama ve okumaya ilişkin tutumları arasındaki ilişki (Yayımlanmamış yüksek lisans tezi). Osman Gazi Üniversitesi.
124. Van de Ven, I. (2017). Creative reading in the information age: Paradoxes of close and distant reading. The Journal of Creative Behavior, Special Issue: The Creativity Paradox-Multidisciplinary Perspectives, 156-164. https://doi.org/10.1002/jocb.186
125. Waleff, M. L. (2010). The relationship between mastery orientation goals, student self-efficacy for reading and reading achievement in intermediate level learners in a rural school district. (Unpublished doctoral dissertation). Walden University.
126. Wang, A. Y. (2012). Exploring the relationship of creative thinking to reading and writing. Thinking Skills and Creativity, 7(1), 38–47. https://doi.org/10.1016/j.tsc.2011.09.001
127. Wang, Q., & Woo, H.L. (2010). Investigating students’ critical thinking in weblogs: an exploratory study in a Singapore secondary school. Asia Pacific Education Review, 11, 541–551. https://doi.org/10.1007/s12564-010-9101-5
128. Wheary, J., & Ennis, R. H. (1995). Gender bias in critical thinking: Continuing the dialogue. Educational Theory, 45(2), 213–224. https://doi.org/10.1111/j.1741-5446.1995.00213.x
129. Whitten, C., Labby, S., & Sullivan, S. L. (2016). The impact of pleasure reading on academic success. Journal of Multidisciplinary Graduate Research, 2(1), 48-64.
130. Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3), 420–432. http://dx.doi.org/10.1037/0022-0663.89.3.420
131. Winarni, E. W., Hambali, D., & Purwandari, E. P. (2020). Analysis of language and scientific literacy skills for 4th grade elementary school students through discovery learning and ICT Media. International Journal of Instruction, 13(2), 213-222. https://doi.org/10.29333/iji.2020.13215a
132. Wood, J. (1994). Gendered lives: Communication, gender, and culture. Wadsworth.
133. Yeung, S. S. S., King, R. B., Nalipay, M. N. N., & Cai, Y. (2022). Exploring the interplay between socioeconomic status and reading achievement: expectancy-value perspective. British Journal of Educational Psychology, 92, 1196–1214. https://doi.org/10.1111/bjep.12495
134. Yetgin, A., & Katrancı, M. (2020). İlkokul öğrencilerinin eleştirel düşünme becerilerinin çeşitli değişkenler açısından değerlendirilmesi. International Journal of Languages' Education and Teaching (IJLET), 8(4), 81-91. http://dx.doi.org/10.29228/ijlet.46576
135. Yetgin, A., & Katrancı, M. (2021). İlkokul öğrencilerinin okuduğunu anlama ve yaratıcı okuma becerileri ile üstbilişsel farkındalıklarının incelenmesi. Research in Education and Teaching, 10(4), 33-54.
136. Yıldırım-Döner, S., & Demir, S. (2024). Ortaokul öğrencilerinin eleştirel düşünme eğilimleri ile okuma becerileri arasındaki ilişki. Millî Eğitim Dergisi, 53(242), 1023-1058. https://doi.org/10.37669/milliegitim.1218134
137. Yılmaz, N. (2009). Yaratıcı drama destekli yaratıcı okuma programı. Yaratıcı Drama Dergisi, 4(7), 1-28.
138. Yurdakal, İ. H., & Susar-Kırmızı, F. (2017). Yaratıcı okumaya yönelik algı ölçeği: Güvenirlik ve geçerlik çalışması. Uluslararası Türkçe Edebiyat Kültür Eğitim (Teke) Dergisi, 6(3), 1726-1742.
139. Yurdakal, İ. H. (2019). Examination of correlation between attitude towards reading and perception of creative reading. European Journal of Educational Research, 8(2), 443-452. https://doi.org/10.12973/eu-jer.8.2.443
140. Zetriuslita, Z., Ariawan, R., & Nufus, H. (2016). Students’ critical thinking ability: Description based on academic level and gender. Journal of Education and Practice, 7(12), 154-164.