Comparar métodos

	Escala de Autoeficacia Académica	Escala de Disposiciones del Pensamiento Crítico
Campo	Psicología educativa	Psicología educativa
Familia	Process / pipeline	Process / pipeline
Año de origen	1977	1992
Autor original	Albert Bandura	Peter Facione
Tipo	Self-efficacy belief measurement	Critical thinking propensity measurement
Fuente seminal	Bandura, A. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191-215.	Facione, P. A., Facione, N. C., & Giancarlo, C. A. F. (1992). The California Critical Thinking Disposition Inventory. Insight Assessment, Millbrae, CA.
Alias	ASES, Self-Efficacy for Academic Performance	CTDS, California Critical Thinking Disposition Inventory, CCTDI
Relacionados	4	4
Resumen	The Academic Self-Efficacy Scale (ASES) measures students' beliefs about their capability to succeed in academic tasks. Grounded in Bandura's social cognitive theory, the instrument assesses perceived competence in diverse academic domains—understanding lectures, completing assignments, performing on exams, and engaging in scholarly work. High academic self-efficacy is a strong predictor of achievement, persistence, and resilience in the face of academic challenges.	The Critical Thinking Dispositions Scale (CTDS), exemplified by the California Critical Thinking Disposition Inventory (CCTDI), measures the extent to which individuals exhibit cognitive dispositions conducive to critical thinking. Developed by Facione (1992), it assesses dimensions including truth-seeking, open-mindedness, analytical orientation, self-confidence, systematic approach, and inquisitiveness. Critical thinking dispositions—the habits of mind and values that support rigorous reasoning—are distinct from but complementary to critical thinking skills.