The Impact of Epistemological Beliefs and School Climate on the Sustainability of Critical Thinking Dispositions in Middle School Students
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Tarih
2024
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Mdpi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
The objective of this study is to ascertain whether school climate and students' epistemological beliefs serve as predictors of sustainable critical thinking dispositions in middle school students. This research is designed as a correlational study. A total of 585 students from four middle schools in & Ccedil;anakkale, Turkey, participated in the research. To this end, the researchers administered the Critical Thinking Disposition Scale, the Middle School Students' Epistemological Belief Scale, and the School Climate Survey, gradually collecting the raw data. Following the collection of the data, they were subjected to analysis using multiple linear regression. The results of the statistical analysis demonstrated that the students' critical thinking dispositions were significantly predicted by both epistemological beliefs and school climate. In other words, belief in the omniscient power of authority and quick learning were found to have a negative correlation with critical thinking, whereas belief in simple knowledge was observed to have an inverse positive relationship. The dimension of the school climate, relating to positive student-teacher relations, appeared to constitute a prospective positive predictor, while authoritarian student-teacher relations and the lack of resources were identified as the main negative classroom environment factors. The study highlights the complex mutual influence of individual beliefs and the learning environment in the development of critical thinking dispositions.
Açıklama
Anahtar Kelimeler
critical thinking dispositions, epistemological beliefs, middle school students, school climate, sustainable critical thinking
Kaynak
Sustainability
WoS Q Değeri
N/A
Scopus Q Değeri
Q1
Cilt
16
Sayı
20
