The relationship between critical thinking, epistemological beliefs, and learning strategies with the students’ academic performance
العناوين الأخرى
دراسة العلاقة بين التفكير الناقد و المعتقدات المعرفية و استراتيجيات التعلم مع الأداء الأكاديمي للطلاب
المؤلف
المصدر
Journal of Educational and psychological Researches
العدد
المجلد 2018، العدد 58 (30 سبتمبر/أيلول 2018)، ص ص. 573-588، 16ص.
الناشر
جامعة بغداد مركز البحوث التربوية و النفسية
تاريخ النشر
2018-09-30
دولة النشر
العراق
عدد الصفحات
16
التخصصات الرئيسية
الموضوعات
الملخص EN
The present study was conducted to investigate the relationship between critical thinking, epistemological beliefs, and learning strategies with the academic performance of high school first-grade male and female students in Yazd.
For this purpose, from among all first-grade students, as many as 250 students (130 females and 120 males) were selected by using multistage cluster sampling.
The data needed were then collected through using California Critical Thinking Skills Test, Schommer's Epistemological Beliefs Questionnaire, Biggs’ Revised Two Factor Study Process Questionnaire.
The findings indicated that there is a positive significant relationship between critical thinking and academic performance and achievement.
Moreover, four factors of epistemological beliefs include knowledge structure, knowledge stability, learning ability, and learning speed; these four factors have a positive significant relationship with the students’ academic performance.
The other variable of the present study is learning strategies including deep and surface strategies.
The findings of the present study indicated that there is a positive significant relationship between deep learning strategy and academic achievement.
However, no significant relationship was observed between surface learning strategy and academic performance.
Furthermore, the findings obtained from the multiple regression analysis indicated that except for the surface learning strategy, all other predictor variables (i.e.
critical thinking, structure, stability, ability, speed, and deep learning strategy) explained and predicted the academic performance.
To sum up, it can be claimed that critical thinking, epistemological beliefs, and deep learning strategy affect the students’ academic progress and achievement.
نمط استشهاد جمعية علماء النفس الأمريكية (APA)
Amiri, Farzad. 2018. The relationship between critical thinking, epistemological beliefs, and learning strategies with the students’ academic performance. Journal of Educational and psychological Researches،Vol. 2018, no. 58, pp.573-588.
https://search.emarefa.net/detail/BIM-833477
نمط استشهاد الجمعية الأمريكية للغات الحديثة (MLA)
Amiri, Farzad. The relationship between critical thinking, epistemological beliefs, and learning strategies with the students’ academic performance. Journal of Educational and psychological Researches No. 58 (2018), pp.573-588.
https://search.emarefa.net/detail/BIM-833477
نمط استشهاد الجمعية الطبية الأمريكية (AMA)
Amiri, Farzad. The relationship between critical thinking, epistemological beliefs, and learning strategies with the students’ academic performance. Journal of Educational and psychological Researches. 2018. Vol. 2018, no. 58, pp.573-588.
https://search.emarefa.net/detail/BIM-833477
نوع البيانات
مقالات
لغة النص
الإنجليزية
الملاحظات
Includes bibliographical references : p. 586-588
رقم السجل
BIM-833477
قاعدة معامل التأثير والاستشهادات المرجعية العربي "ارسيف Arcif"
أضخم قاعدة بيانات عربية للاستشهادات المرجعية للمجلات العلمية المحكمة الصادرة في العالم العربي
تقوم هذه الخدمة بالتحقق من التشابه أو الانتحال في الأبحاث والمقالات العلمية والأطروحات الجامعية والكتب والأبحاث باللغة العربية، وتحديد درجة التشابه أو أصالة الأعمال البحثية وحماية ملكيتها الفكرية. تعرف اكثر