Undergraduate-level students generally tend to have negative attitudes and feelings towards research-related courses, serving great obstacles to learning. Some of the factors that determine students' engagement in research might be their attitudes towards research and critical thinking dispositions. As there is little research on whether research engagement has an impact on students' attitudes and critical thinking dispositions this descriptive study explored if engaging in research within the scope of an undergraduate research methodology course had any effect on the pre-service English as a Foreign Language (EFL) teachers’ research attitudes and critical thinking dispositions. Thus, fourteen pre-service EFL teachers from a state university in Türkiye participated in this study. This study adopted a quantitative research design, where data were elicited via two scales, an attitude towards research scale and a critical thinking dispositions scale. Findings described the change in pre-service teachers’ attitudes and critical thinking dispositions after research engagement. Overall, it was found that participants’ attitudes and critical thinking dispositions did not experience a significant change. Although they found research useful, they had high levels of research anxiety even after research engagement. On the other hand, they had low levels of positive research dispositions; however, it increased slightly after the engagement.
This research was conducted in accordance with the ethical standards and guidelines of the Sakarya University Educational Research and Publication Ethics Committee. All participants gave informed consent and their anonymity and confidentiality were maintained throughout the study. This study had no known risks to the participants. The authors declare that there is no conflict of interest regarding this study.
References
Akyel, A. (2015). Research engagement in the EFL pre-service practicum. Language in Focus, 1(1), 1-14. https://doi.org/10.1515/lifijsal-2015-0001
Atak-Damar, E., & Salı, P. (2022). Pre-service EFL teachers as future professionals and researchers. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 35(3), 763-784. https://doi.org/10.19171/uefad.1171718
Atay D. (2006). Teachers’ professional development: Partnerships in research. TESL-EJ, 10(2), 1-14. https://www.tesl-ej.org/pdf/ej38/a8.pdf
Atay, D. (2008). Teacher research for professional development. ELT Journal, 62(2), 137-147. https://doi.org/10.1093/elt/ccl053
Bahrami, V., & Hosseini, M. (2023). Individual differences in teacher research involvement? Factoring in language teachers’ big five personality traits and motivation to conduct research. Journal of Teacher Education, 74(1), 85-100. https://doi.org/10.1177/00224871221105799
Borg, S. (2007). Research engagement in English language teaching. Teaching and Teacher Education, 23(5), 731-747. https://doi.org/10.1016/j.tate.2006.03.012
Borg, S. (2009). English language teachers’ conceptions of research. Applied Linguistics, 30(3), 358-388. https://doi.org/10.1093/applin/amp007
Borg, S. (2010). Language teacher research engagement. Language Teaching, 43(4), 391-429. https://doi.org/10.1017/S0261444810000170
Brew, A. (2013). Understanding the scope of undergraduate research: A framework for curricular and pedagogical decision-making. Higher Education, 66, 603–618. https://doi.org/10.1007/s10734-013-9624-x
Cabaroglu, N. (2014). Professional development through action research: Impact on self-efficacy. System, 44, 79-88. https://doi.org/10.1016/j.system.2014.03.003
Chamizo, J. A., & García-Franco, A. (2013). Heuristics diagrams as a tool to formatively assess teachers’ research. Teachers and Teaching, 19(2), 135-149. https://doi.org/10.1080/13540602.2013.741841
Chen, C. C., & Swan, K. (2020). Using innovative and scientifically-based debate to build e-learning community. Online Learning, 24(3), 67-80. https://doi.org/10.24059/olj.v24i3.2345
Cochran-Smith, M., & Lytle, S. (1993). Inside/outside: Teacher research and knowledge. Teachers College Press.
Cochran-Smith, M., & Lytle, S. L. (1999). The teacher research movement: A decade later. Educational Researcher, 28(7), 15-25. https://doi.org/10.3102/0013189X028007015
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Damşa, C. I., & Nerland, M. (2016). Student learning through participation in inquiry activities: Two case studies in teacher and computer engineering education. Vocations and Learning, 9(3), 275–294. https://doi.org/10.1007/s12186-016-9152-9
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report
Davies, M. (2015). A model of critical thinking in higher education. In Michael B. Paulsen (Ed.), Higher education: Handbook of theory and research (pp. 41-92). Springer, Cham. https://doi.org/10.1007/978-3-319-12835-1_2
Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational Leadership, 43(2), 44-48.
Facione, P. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction (The Delphi Report).
Facione, P. A. (2000). The disposition toward critical thinking: Its character, measurement, and relationship to critical thinking skill. Informal Logic, 20(1), 61-84. https://doi.org/10.22329/il.v20i1.2254
Facione, P. A., Sánchez, C. A., Facione, N. C., & Gainen, J. (1995). The disposition toward critical thinking. The Journal of General Education, 44(1), 1-25.
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Addison-Wesley.
Fisher, K. (2003). Demystifying critical reflection: Defining criteria for assessment. Higher Education Research & Development, 22(3), 313–325. https://doi.org/10.1080/0729436032000145167
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2022). How to design and evaluate research in education (11th ed.). McGraw-Hill.
Given, L. M. (Ed.). (2008). The Sage encyclopedia of qualitative research methods. Sage Publications.
Guilbert, D., Lane, R., & Van Bergen, P. (2016). Understanding student engagement with research: A study of pre-service teachers’ research perceptions, research experience, and motivation. Asia-Pacific Journal of Teacher Education, 44(2), 172-187. https://doi.org/10.1080/1359866X.2015.1070118
Halpern, D. F. (1998). Teaching critical thinking for transfer across domains: Dispositions, skills, structure training, and metacognitive monitoring. American Psychologist, 53(4), 449- 455. https://doi.org/10.1037/0003-066X.53.4.449
Harrell, M., & Wetzel, D. (2015). Using argument diagramming to teach critical thinking in a first-year writing course. In M. Davies & R. Barnett (Eds.), The Palgrave handbook of critical thinking in higher education (pp. 213-232). Palgrave Macmillan.
Hosseini, M., Bahrami, V., & Dikilitaş, K. (2024). From research reading and doing to research use: Tracking trajectories of becoming research-informed second language teachers. System, 125, 103445. https://doi.org/10.1016/j.system.2024.103445
Kennedy, M. M. (1999). The role of preservice teacher education. In L. Darling-Hammond & G. Sykes, (Eds), Teaching as the learning profession: Handbook of policy and practice (pp. 54-86). Jossey Bass.
Lai, E. R. (2011). Critical thinking: A literature review. Pearson's Research Reports, 6(1), 40-41. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=b42cffa5a2ad63a31fcf99869e7cb8ef72b44374
Lombard, B. J. J., & Kloppers, M. (2015). Undergraduate student teachers’ views and experiences of a compulsory course in research methods. South African Journal of Education, 35(1), 1-14. https://doi.org/10.15700/201503070032
Mackey, A., & Gass, S. M. (2022). Second language research: Methodology and design (3rd ed). Routledge.
Müjdeci, S. (2020). Student teachers of English as researchers: Beliefs, attitudes, and practices [Unpublished doctoral dissertation]. Gazi University.
Özgenel, M., & Çetin, M. (2018). Development of the Marmara critical thinking dispositions scale: Validity and reliability analysis. International Journal of Eurasia Social Sciences, 9(32), 991-1015.
Papanastasiou, E. C. (2005). Factor structure of the “Attitudes Toward Research” scale. Statistics Education Research Journal, 4(1), 16-26. https://doi.org/10.52041/serj.v4i1.523
Papanastasiou, E. C. (2014). Revised-Attitudes Toward Research Scale (R-ATR): A first look at its psychometric properties. Journal of Research in Education, 24(2), 146-159.
Roulston, K., Legette, R., Deloach, M., & Pitman, C. B. (2005). What is ‘research’ for teacher-researchers? Educational Action Research, 13(2), 169-190. https://doi.org/10.1080/09650790500200283
Savasci, M., & Rets, I. (2021). “As the Twig is bent, so is the Tree Inclined”: Research engagement among pre-service EFL teachers. Journal of Language Teaching and Learning, 11(2), 114-137. https://www.jltl.com.tr/index.php/jltl/article/view/353/159
Savasci, M., & Atar, C. (2024). Metaphorically speaking: Pre-service EFL teachers' understanding and conceptions of (teacher) research. Journal of Language Teaching and Learning, 14(1), 24-51. https://www.jltl.com.tr/index.php/jltl/article/view/554
Sato, M. (2023). Navigating the research–practice relationship: Professional goals and constraints. Language Teaching, 1-16. https://doi.org/10.1017/S0261444823000423
Sato, M., & Loewen, S. (2022). The research–practice dialogue in second language learning and teaching: Past, present, and future. The Modern Language Journal, 106(3), 509-527. https://doi.org/10.1111/modl.12791
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Sosu, E. M. (2013). The development and psychometric validation of a Critical Thinking Disposition Scale. Thinking Skills and Creativity, 9, 107-119. https://doi.org/10.1016/j.tsc.2012.09.002
Spronken‐Smith, R., & Walker, R. (2010). Can inquiry‐based learning strengthen the links between teaching and disciplinary research? Studies in Higher Education, 35(6), 723–740. https://doi.org/10.1080/03075070903315502
Stenhouse, L. (1975). An introduction to curriculum research and development. Heinemann Educational.
Suter, W. N. (2012). Introduction to educational research: A critical thinking approach (2nd ed.). Sage.
Tanış, S. (2019). Research engagement in and beyond pre-service teacher education: A case study of an English language teacher education program in Turkey [Unpublished master's thesis]. Middle East Technical University. https://open.metu.edu.tr/handle/11511/45457
Ulvik, M. (2014). Student-teachers doing action research in their practicum: Why and how?. Educational Action Research, 22(4), 518-533. https://doi.org/10.1080/09650792.2014.918901
UNESCO https://unesdoc.unesco.org/ark:/48223/pf0000387400/PDF/387400eng.pdf.multi
United Nations. (n.d.). 4-Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. https://sdgs.un.org/goals/goal4
Van der Linden, W. (2012). A design-based approach to introducing student teachers in conducting and using research [Unpublished doctoral dissertation]. Eindhoven University of Technology.
Van der Linden, W., Bakx, A., Ros, A., Beijaard, D., & Van den Bergh, L. (2015). The development of student teachers’ research knowledge, beliefs and attitude. Journal of Education for Teaching, 41(1), 4-18. https://doi.org/10.1080/02607476.2014.992631
Van Katwijk, L., Jansen, E., & Van Veen, K. (2021). Pre-service teacher research: A way to future-proof teachers?. European Journal of Teacher Education, 46(3), 435-455. https://doi.org/10.1080/02619768.2021.1928070
Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K., & Lens, W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of Educational Psychology, 101(3), 671. https://doi.org/10.1037/a0015083
Vogel, T., & Wanke, M. (2016). Attitudes and attitude change (2nd ed.). Psychology Press. https://doi.org/10.4324/9781315754185
Wang, D., & Jia, Q. (2023). Twenty years of research development on teachers’ critical thinking: Current status and future implications——A bibliometric analysis of research articles collected in WOS. Thinking Skills and Creativity, 48, 101252. https://doi.org/10.1016/j.tsc.2023.101252
Waters, L. K., Martelli, T. A., Zakrajsek, T., & Popovich, P. M. (1988). Attitudes toward statistics: An evaluation of multiple measures. Educational and Psychological Measurement, 48(2), 513-516. https://doi.org/10.1177/0013164488482026
Wise, S. L. (1985). The development and validation of a scale measuring attitudes toward statistics. Educational and Psychological Measurement, 45(2), 401-405. https://doi.org/10.1177/001316448504500226
Wyatt, M., & Dikilitaş, K. (2015). English language teachers becoming more efficacious through research engagement at their Turkish university. Educational Action Research, 24(4), 550-570. https://doi.org/10.1080/09650792.2015.1076731
Yuan, R., Yang, M., & Stapleton, P. (2020). Enhancing undergraduates’ critical thinking through research engagement: A practitioner research approach. Thinking Skills and Creativity, 38, 100737. https://doi.org/10.1016/j.tsc.2020.100737
Zimbardo, P., & Ebbesen, E. B. (1970). Influencing attitudes and changing behavior: A basic introduction to relevant methodology, theory, and applications. Addison-Wesley.
Year 2024,
Volume: 13 Issue: 2, 127 - 166, 23.12.2024
Bu araştırma Sakarya Üniversitesi Eğitim Araştırma ve Yayın Etiği Kurulu'nun etik standartlarına ve yönergelerine uygun olarak yürütülmüştür. Tüm katılımcılar bilgilendirilmiş onam vermiş ve çalışma boyunca anonimlikleri ve gizlilikleri korunmuştur. Bu çalışmanın katılımcılar için bilinen bir riski yoktur. Yazarlar bu çalışma ile ilgili olarak çıkar çatışması olmadığını beyan etmektedir.
Supporting Institution
Sakarya Üniversitesi, Eğitim Araştırmaları ve Yayın Etik Kurulu.
Thanks
Bu çalışmaya katılan katılımcılara katkılarından dolayı teşekkür ederiz.
References
Akyel, A. (2015). Research engagement in the EFL pre-service practicum. Language in Focus, 1(1), 1-14. https://doi.org/10.1515/lifijsal-2015-0001
Atak-Damar, E., & Salı, P. (2022). Pre-service EFL teachers as future professionals and researchers. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 35(3), 763-784. https://doi.org/10.19171/uefad.1171718
Atay D. (2006). Teachers’ professional development: Partnerships in research. TESL-EJ, 10(2), 1-14. https://www.tesl-ej.org/pdf/ej38/a8.pdf
Atay, D. (2008). Teacher research for professional development. ELT Journal, 62(2), 137-147. https://doi.org/10.1093/elt/ccl053
Bahrami, V., & Hosseini, M. (2023). Individual differences in teacher research involvement? Factoring in language teachers’ big five personality traits and motivation to conduct research. Journal of Teacher Education, 74(1), 85-100. https://doi.org/10.1177/00224871221105799
Borg, S. (2007). Research engagement in English language teaching. Teaching and Teacher Education, 23(5), 731-747. https://doi.org/10.1016/j.tate.2006.03.012
Borg, S. (2009). English language teachers’ conceptions of research. Applied Linguistics, 30(3), 358-388. https://doi.org/10.1093/applin/amp007
Borg, S. (2010). Language teacher research engagement. Language Teaching, 43(4), 391-429. https://doi.org/10.1017/S0261444810000170
Brew, A. (2013). Understanding the scope of undergraduate research: A framework for curricular and pedagogical decision-making. Higher Education, 66, 603–618. https://doi.org/10.1007/s10734-013-9624-x
Cabaroglu, N. (2014). Professional development through action research: Impact on self-efficacy. System, 44, 79-88. https://doi.org/10.1016/j.system.2014.03.003
Chamizo, J. A., & García-Franco, A. (2013). Heuristics diagrams as a tool to formatively assess teachers’ research. Teachers and Teaching, 19(2), 135-149. https://doi.org/10.1080/13540602.2013.741841
Chen, C. C., & Swan, K. (2020). Using innovative and scientifically-based debate to build e-learning community. Online Learning, 24(3), 67-80. https://doi.org/10.24059/olj.v24i3.2345
Cochran-Smith, M., & Lytle, S. (1993). Inside/outside: Teacher research and knowledge. Teachers College Press.
Cochran-Smith, M., & Lytle, S. L. (1999). The teacher research movement: A decade later. Educational Researcher, 28(7), 15-25. https://doi.org/10.3102/0013189X028007015
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Damşa, C. I., & Nerland, M. (2016). Student learning through participation in inquiry activities: Two case studies in teacher and computer engineering education. Vocations and Learning, 9(3), 275–294. https://doi.org/10.1007/s12186-016-9152-9
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report
Davies, M. (2015). A model of critical thinking in higher education. In Michael B. Paulsen (Ed.), Higher education: Handbook of theory and research (pp. 41-92). Springer, Cham. https://doi.org/10.1007/978-3-319-12835-1_2
Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational Leadership, 43(2), 44-48.
Facione, P. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction (The Delphi Report).
Facione, P. A. (2000). The disposition toward critical thinking: Its character, measurement, and relationship to critical thinking skill. Informal Logic, 20(1), 61-84. https://doi.org/10.22329/il.v20i1.2254
Facione, P. A., Sánchez, C. A., Facione, N. C., & Gainen, J. (1995). The disposition toward critical thinking. The Journal of General Education, 44(1), 1-25.
Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Addison-Wesley.
Fisher, K. (2003). Demystifying critical reflection: Defining criteria for assessment. Higher Education Research & Development, 22(3), 313–325. https://doi.org/10.1080/0729436032000145167
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2022). How to design and evaluate research in education (11th ed.). McGraw-Hill.
Given, L. M. (Ed.). (2008). The Sage encyclopedia of qualitative research methods. Sage Publications.
Guilbert, D., Lane, R., & Van Bergen, P. (2016). Understanding student engagement with research: A study of pre-service teachers’ research perceptions, research experience, and motivation. Asia-Pacific Journal of Teacher Education, 44(2), 172-187. https://doi.org/10.1080/1359866X.2015.1070118
Halpern, D. F. (1998). Teaching critical thinking for transfer across domains: Dispositions, skills, structure training, and metacognitive monitoring. American Psychologist, 53(4), 449- 455. https://doi.org/10.1037/0003-066X.53.4.449
Harrell, M., & Wetzel, D. (2015). Using argument diagramming to teach critical thinking in a first-year writing course. In M. Davies & R. Barnett (Eds.), The Palgrave handbook of critical thinking in higher education (pp. 213-232). Palgrave Macmillan.
Hosseini, M., Bahrami, V., & Dikilitaş, K. (2024). From research reading and doing to research use: Tracking trajectories of becoming research-informed second language teachers. System, 125, 103445. https://doi.org/10.1016/j.system.2024.103445
Kennedy, M. M. (1999). The role of preservice teacher education. In L. Darling-Hammond & G. Sykes, (Eds), Teaching as the learning profession: Handbook of policy and practice (pp. 54-86). Jossey Bass.
Lai, E. R. (2011). Critical thinking: A literature review. Pearson's Research Reports, 6(1), 40-41. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=b42cffa5a2ad63a31fcf99869e7cb8ef72b44374
Lombard, B. J. J., & Kloppers, M. (2015). Undergraduate student teachers’ views and experiences of a compulsory course in research methods. South African Journal of Education, 35(1), 1-14. https://doi.org/10.15700/201503070032
Mackey, A., & Gass, S. M. (2022). Second language research: Methodology and design (3rd ed). Routledge.
Müjdeci, S. (2020). Student teachers of English as researchers: Beliefs, attitudes, and practices [Unpublished doctoral dissertation]. Gazi University.
Özgenel, M., & Çetin, M. (2018). Development of the Marmara critical thinking dispositions scale: Validity and reliability analysis. International Journal of Eurasia Social Sciences, 9(32), 991-1015.
Papanastasiou, E. C. (2005). Factor structure of the “Attitudes Toward Research” scale. Statistics Education Research Journal, 4(1), 16-26. https://doi.org/10.52041/serj.v4i1.523
Papanastasiou, E. C. (2014). Revised-Attitudes Toward Research Scale (R-ATR): A first look at its psychometric properties. Journal of Research in Education, 24(2), 146-159.
Roulston, K., Legette, R., Deloach, M., & Pitman, C. B. (2005). What is ‘research’ for teacher-researchers? Educational Action Research, 13(2), 169-190. https://doi.org/10.1080/09650790500200283
Savasci, M., & Rets, I. (2021). “As the Twig is bent, so is the Tree Inclined”: Research engagement among pre-service EFL teachers. Journal of Language Teaching and Learning, 11(2), 114-137. https://www.jltl.com.tr/index.php/jltl/article/view/353/159
Savasci, M., & Atar, C. (2024). Metaphorically speaking: Pre-service EFL teachers' understanding and conceptions of (teacher) research. Journal of Language Teaching and Learning, 14(1), 24-51. https://www.jltl.com.tr/index.php/jltl/article/view/554
Sato, M. (2023). Navigating the research–practice relationship: Professional goals and constraints. Language Teaching, 1-16. https://doi.org/10.1017/S0261444823000423
Sato, M., & Loewen, S. (2022). The research–practice dialogue in second language learning and teaching: Past, present, and future. The Modern Language Journal, 106(3), 509-527. https://doi.org/10.1111/modl.12791
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Sosu, E. M. (2013). The development and psychometric validation of a Critical Thinking Disposition Scale. Thinking Skills and Creativity, 9, 107-119. https://doi.org/10.1016/j.tsc.2012.09.002
Spronken‐Smith, R., & Walker, R. (2010). Can inquiry‐based learning strengthen the links between teaching and disciplinary research? Studies in Higher Education, 35(6), 723–740. https://doi.org/10.1080/03075070903315502
Stenhouse, L. (1975). An introduction to curriculum research and development. Heinemann Educational.
Suter, W. N. (2012). Introduction to educational research: A critical thinking approach (2nd ed.). Sage.
Tanış, S. (2019). Research engagement in and beyond pre-service teacher education: A case study of an English language teacher education program in Turkey [Unpublished master's thesis]. Middle East Technical University. https://open.metu.edu.tr/handle/11511/45457
Ulvik, M. (2014). Student-teachers doing action research in their practicum: Why and how?. Educational Action Research, 22(4), 518-533. https://doi.org/10.1080/09650792.2014.918901
UNESCO https://unesdoc.unesco.org/ark:/48223/pf0000387400/PDF/387400eng.pdf.multi
United Nations. (n.d.). 4-Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. https://sdgs.un.org/goals/goal4
Van der Linden, W. (2012). A design-based approach to introducing student teachers in conducting and using research [Unpublished doctoral dissertation]. Eindhoven University of Technology.
Van der Linden, W., Bakx, A., Ros, A., Beijaard, D., & Van den Bergh, L. (2015). The development of student teachers’ research knowledge, beliefs and attitude. Journal of Education for Teaching, 41(1), 4-18. https://doi.org/10.1080/02607476.2014.992631
Van Katwijk, L., Jansen, E., & Van Veen, K. (2021). Pre-service teacher research: A way to future-proof teachers?. European Journal of Teacher Education, 46(3), 435-455. https://doi.org/10.1080/02619768.2021.1928070
Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K., & Lens, W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of Educational Psychology, 101(3), 671. https://doi.org/10.1037/a0015083
Vogel, T., & Wanke, M. (2016). Attitudes and attitude change (2nd ed.). Psychology Press. https://doi.org/10.4324/9781315754185
Wang, D., & Jia, Q. (2023). Twenty years of research development on teachers’ critical thinking: Current status and future implications——A bibliometric analysis of research articles collected in WOS. Thinking Skills and Creativity, 48, 101252. https://doi.org/10.1016/j.tsc.2023.101252
Waters, L. K., Martelli, T. A., Zakrajsek, T., & Popovich, P. M. (1988). Attitudes toward statistics: An evaluation of multiple measures. Educational and Psychological Measurement, 48(2), 513-516. https://doi.org/10.1177/0013164488482026
Wise, S. L. (1985). The development and validation of a scale measuring attitudes toward statistics. Educational and Psychological Measurement, 45(2), 401-405. https://doi.org/10.1177/001316448504500226
Wyatt, M., & Dikilitaş, K. (2015). English language teachers becoming more efficacious through research engagement at their Turkish university. Educational Action Research, 24(4), 550-570. https://doi.org/10.1080/09650792.2015.1076731
Yuan, R., Yang, M., & Stapleton, P. (2020). Enhancing undergraduates’ critical thinking through research engagement: A practitioner research approach. Thinking Skills and Creativity, 38, 100737. https://doi.org/10.1016/j.tsc.2020.100737
Zimbardo, P., & Ebbesen, E. B. (1970). Influencing attitudes and changing behavior: A basic introduction to relevant methodology, theory, and applications. Addison-Wesley.