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ERIC Number: EJ1016667
Record Type: Journal
Publication Date: 2013
Pages: 5
Abstractor: As Provided
ISSN: ISSN-1303-0485
Predicting Critical Thinking Skills of University Students through Metacognitive Self-Regulation Skills and Chemistry Self-Efficacy
Uzuntiryaki-Kondakci, Esen; Capa-Aydin, Yesim
Educational Sciences: Theory and Practice, v13 n1 p666-670 Win 2013
This study aimed at examining the extent to which metacognitive self-regulation and chemistry self-efficacy predicted critical thinking. Three hundred sixty-five university students participated in the study. Data were collected using appropriate dimensions of Motivated Strategies for Learning Questionnaire and College Chemistry Self-Efficacy Scale. Cronbach's alpha coefficients ranged from 0.77 to 0.88. Data were analyzed using structural equation modeling. Results indicated that metacognitive self-regulation was found to be positively and significantly related to chemistry self-efficacy for cognitive skills and chemistry self-efficacy for everyday applications. In addition, there was a positive and significant relationship between chemistry self-efficacy for everyday applications and critical thinking, whereas there was no significant relationship between chemistry self-efficacy for cognitive skills and critical thinking. Overall, the tested model explained 68.5% of critical thinking. Findings provide suggestions in order to enhance critical thinking in chemistry classes.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire
Grant or Contract Numbers: N/A