Attitude toward Computers and Critical Thinking of Postgraduate Students as Predictors of Research Self-Efficacy

ODACI H., ERZEN E.

Computers in the Schools, cilt.38, sa.2, ss.125-141, 2021 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 38 Sayı: 2
  • Basım Tarihi: 2021
  • Doi Numarası: 10.1080/07380569.2021.1911554
  • Dergi Adı: Computers in the Schools
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, Academic Search Premier, IBZ Online, Aerospace Database, Applied Science & Technology Source, Communication Abstracts, Compendex, Computer & Applied Sciences, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Library, Information Science & Technology Abstracts (LISTA), Linguistics & Language Behavior Abstracts, Metadex, MLA - Modern Language Association Database, Civil Engineering Abstracts
  • Sayfa Sayıları: ss.125-141
  • Anahtar Kelimeler: Attitude toward computers, critical thinking, postgraduate students, research self-efficacy, RESEARCH PRODUCTIVITY, TRAINING ENVIRONMENT, GRADUATE-STUDENTS, ANXIETY, PERFORMANCE, UNIVERSITY, INTERNET, GOALS, DISPOSITIONS, EXPERIENCE
  • Karadeniz Teknik Üniversitesi Adresli: Evet

Özet

The purpose of this study was to examine to what extent the attitude toward computers and disposition to critical thinking of postgraduate students in the field of educational sciences predicted their research self-efficacy and to investigate the difference in these variables on the basis of students' postgraduate education levels. Participants were 197 postgraduate students in the field of educational sciences in eight different public universities in Turkey: 105 (53.3%) doctoral students, 92 (46.7%) master's students. The results revealed a significant positive attitude between research self-efficacy and critical thinking. The results also showed that attitude toward computers and critical thinking accounted for 3% of total research self-efficacy variation; and that of these two variables, critical thinking made a significant contribution to the model. Based on ongoing levels of education, there was a significant difference between the research self-efficacies of master's and doctoral students. The source of this variation was attributed to doctoral students' research self-efficacy scores being significantly higher than those of master's students. Additionally, results showed a significant difference between attitudes toward computers of master's and doctoral students.