The Impact of Epistemological Beliefs and School Climate on the Sustainability of Critical Thinking Dispositions in Middle School Students

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dc.contributor.authorKartal, Osman Yilmaz
dc.contributor.authorYazgan, Akan Deniz
dc.contributor.authorTemelli, Dincer
dc.contributor.authorYavuz Kartal, Meral
dc.date.accessioned2025-01-27T20:50:22Z
dc.date.available2025-01-27T20:50:22Z
dc.date.issued2024
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThe 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.
dc.identifier.doi10.3390/su16208786
dc.identifier.issn2071-1050
dc.identifier.issue20
dc.identifier.scopus2-s2.0-85207465400
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.3390/su16208786
dc.identifier.urihttps://hdl.handle.net/20.500.12428/25480
dc.identifier.volume16
dc.identifier.wosWOS:001341572300001
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherMdpi
dc.relation.ispartofSustainability
dc.relation.publicationcategoryinfo:eu-repo/semantics/openAccess
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20250125
dc.subjectcritical thinking dispositions
dc.subjectepistemological beliefs
dc.subjectmiddle school students
dc.subjectschool climate
dc.subjectsustainable critical thinking
dc.titleThe Impact of Epistemological Beliefs and School Climate on the Sustainability of Critical Thinking Dispositions in Middle School Students
dc.typeArticle

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