Do Beliefs about Knowledge Predict Occupational Therapy Students’ Critical Thinking? A Longitudinal Correlational Study

Mitchell, Anita Witt; Stevens, Wallace; Nolan, Vikki G.

doi:10.26681/jote.2020.040110

Cited by 1 publication

(1 citation statement)

References 33 publications

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“…By using critical literacy, college students are able to improve their English proficiency as well as various ability to collaborate, to self-contribute, to lead, to present, to respect, to think critically, and to recognize multiple perspectives are just some of the skills required (Wardani, 2021). An omniscient authority also necessary in learning English, omniscient authority is associated with critical thinking in occupational therapy students, and ontological cognition in general and occupational therapy-specific becomes more sophisticated with time (Mitchell et al, 2020). According to Santos et al, (2019) Student participation, critical thinking, and peer learning are all enhanced through the use of innovative teaching methods in higher education.…”

Section: Resultsmentioning

confidence: 99%

Relationship Between Efl Pre-Service Teachers’ Self-Efficacy and Their Epistemic Beliefs

Injiya,

Emaliana

2024

ERJEE

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Nowadays, English is an essential language that must be mastered and has been studied for many years as a foreign language in many countries in the world. Specifically, English pre-service teachers' ability to teach students English as a foreign language requires self-efficacy and epistemic beliefs that can support students’ 21st century skills. Self-efficacy and epistemic beliefs are related to individual differences in psychological domains that can affect learning achievement. An investigation of the relationship between self-efficacy and epistemic beliefs of pre-service teachers in a reputable university in Malang, East Java was conducted in this study. This study examined the relationship between pre-service teachers' self-efficacy and epistemic beliefs. The method of this research is correlational study. A total of 85 pre-service teachers completed the self-efficacy and epistemic beliefs questionnaires. SPSS was used to analyze the questionnaire filled out by the participants and determine the results. As a result of SPSS's analysis, self-efficacy is positively correlated with epistemic beliefs, which implies a correlation in both areas. The findings of the correlation coefficient is -0.528, the correlation between self-efficacy and epistemic beliefs is negative and it means that the higher EFL self-efficacy the simpler their epistemic beliefs. A correlation from SPSS's analysis indicates that self-efficacy and epistemic beliefs have a medium relationship.

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Section: Resultsmentioning

confidence: 99%