Araştırma Makalesi
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Causal Effect of Two Predominant Factors on Critical Thinking Disposition

Yıl 2018, Sayı: 45, 88 - 104, 15.02.2018
https://doi.org/10.21764/maeuefd.349581

Öz

Many
studies in the literature indicate relationships between epistemological
beliefs, metacognition, and critical thinking. All these constructs either
directly or indirectly affect learning and cognition. In this research, we aim
to disclose the magnitude of the direct effect the epistemological beliefs has
on metacognition and critical thinking as well as determining the size of
direct effect of metacognition and indirect effect of epistemological beliefs
on critical thinking. To determine magnitude of the postulated direct and
indirect causal effects between the three constructs, we collected and analyzed
a set of data reflecting 234 college students’ level of epistemological
beliefs, metacognition, and critical thinking. Then a specific structural
equation model (SEM), namely structural regression (SR) model, employed for
data analysis.



Keywords:
SEM, epistemological beliefs, metacognition, critical thinking, SR

Kaynakça

  • Akar, E., Tekkaya, C., Cakiroglu, J. (2011). The interplay between metacognitive awareness and scientific epistemological beliefs. International Journal in New Trends in Education and Their Implications, 2(3), 7-13. Akin, A., Abaci, R., & Çetin, B. (2007). The validity and reliability of the Turkish version of the metacognitive awareness inventory. Educational Sciences: Theory & Practice, 7(2), 671-678. Başbay, M. (2013). Epistemolojik inancın eleştirel düşünme ve üstbiliş ile ilişkisinin yapısal eşitlik modeli ile incelenmesi. Eğitim ve Bilim, 38(169). Bedel, E. F. (2012). An examination of locus of control, epistemological beliefs and metacognitive awareness in preservice early childhood. Teachers. Educational Sciences: Theory and Practice, 12(4), 3051-3060. Bendixen, L. & Rule, D. (2004). An integrative approach to personal epistemology: A guiding model. Educational Psychologist, 39(1), 69-80 Brabeck, M. M. (1983). Critical thinking skills and reflective judgment development: Redefining the aims of higher education. Journal of Applied Developmental Psychology, 4(1), 23-34. Bromme, R., Pieschl, S., & Stahl, E. (2010). Epistemological beliefs are standards for adaptive learning: A functional theory about epistemological beliefs and metacognition. Metacognition and Learning, 5 (1), 7-26. Cano, F. & Cardelle-Elawar, M. (2008). Family environment, epistemological beliefs, learning strategies, and academic performance: A path analysis. In M.S. Khine (Eds.), Knowing, knowledge and beliefs: Epistemological studies across diverse cultures. (pp. 219-239). New York, NY: Springer Science Business Media Chan, N., Ho, I. T. & Ku, K.L.Y. (2011). Epistemic beliefs and critical thinking of Chinese students. Learning and Individual Differences, 21, 67-77. Choy, S.C. & Cheah, P.K. (2009). Teacher perceptions of critical thinking among students and its influence on higher education. International Journal of Teaching and Learning in Higher Education, 20(2), 198-206 Curran, P. J., West, S. G., & Finch, J. F. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological methods, 1(1), 16. Deryakulu, D. and Büyüköztürk, Ş. (2002). Epistemolojik inanç ölçeği’nin geçerlik ve güvenirlik çalişmasi. Eğitim Araştırmaları, 2(8), 111-125. Ennis, R. (1987). A taxonomy of critical thinking dispositions and abilities. In Joan Baron and Robert Sternberg (Eds.) Teaching Thinking Skills: Theory and Practice. New York: W.H. Freeman. Facione, P. A., Facione, N. C., & Giancarlo, C. A. F. (2001). California critical thinking disposition inventory: CCTDI. California Academic Press. Gallagher, S. A. (1998). The road to critical thinking: The Perry scheme and meaningful differentiation. NASSP Bulletin, 82(595), 12−20. Garner, R. (1990). When children and adults do not use learning strategies: Toward a theory of settings. Review of Educational Research, 60(4), 517-629 Halpern, D.F. (1998). Teaching critical thinking across domains: Dispositions, skills, structure training, and metacognitive monitoring. American Psychologist, 53(4), 449-455 Hofer, B. (2004). Epistemological understanding as a metacognitive process: Thinking aloud during online searching. Educational Psychologist 39(1), 43-55. Jacobs, J.E. & Paris, S.G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22, 225-278 Jones, P. C., Merritt, J. Q., & Palmer, C. (1999). Critical thinking and interdisciplinarity in environmental higher education: The case for epistemological and values awareness. Journal of Geography in Higher Education, 23(3), 349−357. King, P. M., & Kitchener, K. S. (2002). The reflective judgment model: Twenty years of research on epistemic cognition. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 37–61). Mahwah, NJ: Lawrence Erlbaum. Kline, R.B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York: The Guilford Press. Kuhn, D., & Dean, D. (2004). Metacognition: A Bridge Between Cognitive Psychology and Educational Practice. Theory into Practice 43(4), 268-273. Kökdemir, D. (2003). Belirsizlik durumlarında karar verme ve problem çözme. Yayınlanmamış doktora tezi. Ankara Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara Ku, K. Y. L., & Ho, I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition and learning, 5.3, 251- 267. Kuhn, D., Shaw, V., & Felton, M. (1997). Effects of dyadic interaction on argumentive reasoning. Cognition and Instruction, 15(3), 287-315. Kuhn, D., & Udell, W. (2007). Coordinating own and other perspectives in argument. Thinking and Reasoning, 13, 90–104. Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognnition Learning, 5, 137-156. Metcalfe, J. & Shimamura, A.P. (1994). Metacognition: Knowing about knowing. Cambridge, MA: MIT Press/Bradford Nelson, T. O. (1999). Cognition versus metacognition. The nature of cognition, 625-641. Paulsen, M.B. & Wells, C.T. (1998). Domain differences in the epistemological beliefs of college students. Research in Higher Education, 39(4), 365-384 Pulmones, R. (2010). Linking students' epistemological beliefs with their metacognition in a Chemistry Classroom. The Asia-Pacific Education Researcher, 1 (19), 143-159. Revelle, W. (2013) psych: Procedures for Personality and Psychological Research, Northwestern University, Evanston, Illinois, USA, http://CRAN.R-project.org/package=psych Version = 1.4.2. Sadeghi, B., Hassani, M. T., & Rahmatkhah, M. (2014). The relationship between efl learners' metacognitive strategies, and their critical thinking. Journal of Language Teaching & Research, 5(5). Schoen, D. A. (1983). The Reflective Practitioner, How Professionals Think In Action. Basic Books: New York Schommer, M. (1994). Synthesizing epistemological belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6(4), 293-319 Schommer, M. (1998). The influence of age and education on epistemological beliefs. British Journal of Educational Psychology, 68(4), 551-562. Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113-125 Schraw, G. & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475. Spray, E., Scevak, J., & Cantwell, R. (2013). Personal epistemological and metacognitive awareness in first year preservice education students. Australian Journal of Educational & Developmental Psychology, 13, 44-57.

Causal Effect of Epistemological Beliefs and Metacognition on Critical Thinking Disposition

Yıl 2018, Sayı: 45, 88 - 104, 15.02.2018
https://doi.org/10.21764/maeuefd.349581

Öz

Many
studies in the literature indicate relationships between epistemological
beliefs, metacognition, and critical thinking. All these constructs either
directly or indirectly affect learning and cognition. In this research, we aim
to disclose the magnitude of the direct effect the epistemological beliefs has
on metacognition and critical thinking as well as determining the size of
direct effect of metacognition and indirect effect of epistemological beliefs
on critical thinking. To determine magnitude of the postulated direct and
indirect causal effects between the three constructs, we collected and analyzed
a set of data reflecting 234 college students’ level of epistemological
beliefs, metacognition, and critical thinking. Then a specific structural
equation model (SEM), namely structural regression (SR) model, employed for
data analysis.



Keywords:
SEM, epistemological beliefs, metacognition, critical thinking, SR

Kaynakça

  • Akar, E., Tekkaya, C., Cakiroglu, J. (2011). The interplay between metacognitive awareness and scientific epistemological beliefs. International Journal in New Trends in Education and Their Implications, 2(3), 7-13. Akin, A., Abaci, R., & Çetin, B. (2007). The validity and reliability of the Turkish version of the metacognitive awareness inventory. Educational Sciences: Theory & Practice, 7(2), 671-678. Başbay, M. (2013). Epistemolojik inancın eleştirel düşünme ve üstbiliş ile ilişkisinin yapısal eşitlik modeli ile incelenmesi. Eğitim ve Bilim, 38(169). Bedel, E. F. (2012). An examination of locus of control, epistemological beliefs and metacognitive awareness in preservice early childhood. Teachers. Educational Sciences: Theory and Practice, 12(4), 3051-3060. Bendixen, L. & Rule, D. (2004). An integrative approach to personal epistemology: A guiding model. Educational Psychologist, 39(1), 69-80 Brabeck, M. M. (1983). Critical thinking skills and reflective judgment development: Redefining the aims of higher education. Journal of Applied Developmental Psychology, 4(1), 23-34. Bromme, R., Pieschl, S., & Stahl, E. (2010). Epistemological beliefs are standards for adaptive learning: A functional theory about epistemological beliefs and metacognition. Metacognition and Learning, 5 (1), 7-26. Cano, F. & Cardelle-Elawar, M. (2008). Family environment, epistemological beliefs, learning strategies, and academic performance: A path analysis. In M.S. Khine (Eds.), Knowing, knowledge and beliefs: Epistemological studies across diverse cultures. (pp. 219-239). New York, NY: Springer Science Business Media Chan, N., Ho, I. T. & Ku, K.L.Y. (2011). Epistemic beliefs and critical thinking of Chinese students. Learning and Individual Differences, 21, 67-77. Choy, S.C. & Cheah, P.K. (2009). Teacher perceptions of critical thinking among students and its influence on higher education. International Journal of Teaching and Learning in Higher Education, 20(2), 198-206 Curran, P. J., West, S. G., & Finch, J. F. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological methods, 1(1), 16. Deryakulu, D. and Büyüköztürk, Ş. (2002). Epistemolojik inanç ölçeği’nin geçerlik ve güvenirlik çalişmasi. Eğitim Araştırmaları, 2(8), 111-125. Ennis, R. (1987). A taxonomy of critical thinking dispositions and abilities. In Joan Baron and Robert Sternberg (Eds.) Teaching Thinking Skills: Theory and Practice. New York: W.H. Freeman. Facione, P. A., Facione, N. C., & Giancarlo, C. A. F. (2001). California critical thinking disposition inventory: CCTDI. California Academic Press. Gallagher, S. A. (1998). The road to critical thinking: The Perry scheme and meaningful differentiation. NASSP Bulletin, 82(595), 12−20. Garner, R. (1990). When children and adults do not use learning strategies: Toward a theory of settings. Review of Educational Research, 60(4), 517-629 Halpern, D.F. (1998). Teaching critical thinking across domains: Dispositions, skills, structure training, and metacognitive monitoring. American Psychologist, 53(4), 449-455 Hofer, B. (2004). Epistemological understanding as a metacognitive process: Thinking aloud during online searching. Educational Psychologist 39(1), 43-55. Jacobs, J.E. & Paris, S.G. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22, 225-278 Jones, P. C., Merritt, J. Q., & Palmer, C. (1999). Critical thinking and interdisciplinarity in environmental higher education: The case for epistemological and values awareness. Journal of Geography in Higher Education, 23(3), 349−357. King, P. M., & Kitchener, K. S. (2002). The reflective judgment model: Twenty years of research on epistemic cognition. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 37–61). Mahwah, NJ: Lawrence Erlbaum. Kline, R.B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York: The Guilford Press. Kuhn, D., & Dean, D. (2004). Metacognition: A Bridge Between Cognitive Psychology and Educational Practice. Theory into Practice 43(4), 268-273. Kökdemir, D. (2003). Belirsizlik durumlarında karar verme ve problem çözme. Yayınlanmamış doktora tezi. Ankara Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara Ku, K. Y. L., & Ho, I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition and learning, 5.3, 251- 267. Kuhn, D., Shaw, V., & Felton, M. (1997). Effects of dyadic interaction on argumentive reasoning. Cognition and Instruction, 15(3), 287-315. Kuhn, D., & Udell, W. (2007). Coordinating own and other perspectives in argument. Thinking and Reasoning, 13, 90–104. Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognnition Learning, 5, 137-156. Metcalfe, J. & Shimamura, A.P. (1994). Metacognition: Knowing about knowing. Cambridge, MA: MIT Press/Bradford Nelson, T. O. (1999). Cognition versus metacognition. The nature of cognition, 625-641. Paulsen, M.B. & Wells, C.T. (1998). Domain differences in the epistemological beliefs of college students. Research in Higher Education, 39(4), 365-384 Pulmones, R. (2010). Linking students' epistemological beliefs with their metacognition in a Chemistry Classroom. The Asia-Pacific Education Researcher, 1 (19), 143-159. Revelle, W. (2013) psych: Procedures for Personality and Psychological Research, Northwestern University, Evanston, Illinois, USA, http://CRAN.R-project.org/package=psych Version = 1.4.2. Sadeghi, B., Hassani, M. T., & Rahmatkhah, M. (2014). The relationship between efl learners' metacognitive strategies, and their critical thinking. Journal of Language Teaching & Research, 5(5). Schoen, D. A. (1983). The Reflective Practitioner, How Professionals Think In Action. Basic Books: New York Schommer, M. (1994). Synthesizing epistemological belief research: Tentative understandings and provocative confusions. Educational Psychology Review, 6(4), 293-319 Schommer, M. (1998). The influence of age and education on epistemological beliefs. British Journal of Educational Psychology, 68(4), 551-562. Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113-125 Schraw, G. & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475. Spray, E., Scevak, J., & Cantwell, R. (2013). Personal epistemological and metacognitive awareness in first year preservice education students. Australian Journal of Educational & Developmental Psychology, 13, 44-57.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Tuncer Akbay

Lokman Akbay

Vesile Gül Başer Gülsoy Bu kişi benim

Yayımlanma Tarihi 15 Şubat 2018
Gönderilme Tarihi 6 Kasım 2017
Yayımlandığı Sayı Yıl 2018 Sayı: 45

Kaynak Göster

APA Akbay, T., Akbay, L., & Başer Gülsoy, V. G. (2018). Causal Effect of Two Predominant Factors on Critical Thinking Disposition. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi(45), 88-104. https://doi.org/10.21764/maeuefd.349581