Salīdzināt metodes
Apskatiet izvēlētās metodes blakus; rindas, kas atšķiras, ir izceltas.
| Mēroga par kritiskās domāšanas dispozīcijām× | Mēroga akadēmiskā pašefektivitāte× | |
|---|---|---|
| Nozare | Pedagoģiskā psiholoģija | Pedagoģiskā psiholoģija |
| Saime | Process / pipeline | Process / pipeline |
| Izcelsmes gads≠ | 1992 | 1977 |
| Autors≠ | Peter Facione | Albert Bandura |
| Tips≠ | Critical thinking propensity measurement | Self-efficacy belief measurement |
| Pirmavots≠ | 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 ↗ |
| Citi nosaukumi≠ | CTDS, California Critical Thinking Disposition Inventory, CCTDI | ASES, Self-Efficacy for Academic Performance |
| Saistītās | 4 | 4 |
| Kopsavilkums≠ | 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. |
| ScholarGateDatu kopa ↗ |
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