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	Scala dell'Autoefficacia Accademica	Scala delle Disposizioni al Pensiero Critico
Campo	Psicologia dell'educazione	Psicologia dell'educazione
Famiglia	Process / pipeline	Process / pipeline
Anno di origine	1977	1992
Ideatore	Albert Bandura	Peter Facione
Tipo	Self-efficacy belief measurement	Critical thinking propensity measurement
Fonte seminale	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
Correlati	4	4
Sintesi	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.