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

Öz

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.

Anahtar Kelimeler

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

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

Öz

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.

Anahtar Kelimeler

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

Kaynakça

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