Epi̇stemoloji̇k İnancin Eleşti̇rel Düşünme Eği̇li̇mi̇ Ve Akademi̇k Özyeterli̇k İle İli̇şki̇si̇ni̇n İncelenmesi̇

Abstract

The aim of this study is to examine the structural relationships between secondary school students' epistemological beliefs, their critical thinking dispositions and their academic self-efficacy. The research was conducted according to the correlational research method, and structural equation modeling was used in the analysis of the data. The data of the study were obtained from 678 secondary school students studying in Afyonkarahisar. Epistemological Belief Scale, Critical Thinking Disposition Scale and Academic Self-Efficacy Scale were used as data collection tools in the study. The results of the study show that epistemological beliefs significantly predict academic self-efficacy, critical thinking disposition has a full mediating effect on this relationship, and this effect is significant.

The Relationship Between Physical Education Teacher Candidates’ Epistemological Beliefs and Academic Self-Efficacy

“…They concluded that teacher training institutions should increase their efforts in this direction. Kandemir and Eğmir (2021) stated that epistemological beliefs significantly predict academic self-efficacy and that critical-thinking disposition has a full mediation effect in this relationship.…”

“…Scholars have observed that epistemological belief is a type of belief that affects motivation and academic achievement during learning (Aşut & Köksal, 2015) and individuals with developed epistemological beliefs have characteristics such as being active, independent, determined, flexible and broad-minded (Jehng et al, 1993). In this direction, authors have stated that academic self-efficacy is another issue that is thought to be effective on preservice teachers' epistemological beliefs in their educational processes (Kandemir & Eğmir, 2021).…”

“…The literature contains some studies emphasizing the relationship between epistemological beliefs and the self-efficacy concept. Kandemir and Eğmir (2021) studied secondary school students to examine the relationship between epistemological beliefs and academic self-efficacy and reported that epistemological beliefs significantly predicted the academic self-efficacy concept. Uysal and Kösemen (2013) found a negative and moderate relationship between pedagogical formation program students' general self-efficacy and the "belief that learning depends on effort," which is a sub-dimension of epistemological belief.…”