مقایسهٔ روشها
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| مقیاس تمایلات تفکر انتقادی× | مقیاس خودکارآمدی تحصیلی× | |
|---|---|---|
| حوزه | روانشناسی تربیتی | روانشناسی تربیتی |
| خانواده | Process / pipeline | Process / pipeline |
| سال پیدایش≠ | 1992 | 1977 |
| پدیدآور≠ | Peter Facione | Albert Bandura |
| نوع≠ | Critical thinking propensity measurement | Self-efficacy belief measurement |
| منبع بنیادین≠ | Facione, P. A., Facione, N. C., & Giancarlo, C. A. F. (1992). The California Critical Thinking Disposition Inventory. Insight Assessment, Millbrae, CA. link ↗ | Bandura, A. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191-215. DOI ↗ |
| نامهای دیگر≠ | CTDS, California Critical Thinking Disposition Inventory, CCTDI | ASES, Self-Efficacy for Academic Performance |
| مرتبط | 4 | 4 |
| خلاصه≠ | 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. | 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. |
| ScholarGateمجموعهداده ↗ |
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