Сравнение методов

	Шкала диспозиций критического мышления	Шкала академической самоэффективности
Область	Педагогическая психология	Педагогическая психология
Семейство	Process / pipeline	Process / pipeline
Год появления	1992	1977
Автор метода	Peter Facione	Albert Bandura
Тип	Critical thinking propensity measurement	Self-efficacy belief measurement
Основополагающий источник	Facione, P. A., Facione, N. C., & Giancarlo, C. A. F. (1992). The California Critical Thinking Disposition Inventory. Insight Assessment, Millbrae, CA.	Bandura, A. (1977). Self-Efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191-215.
Другие названия	CTDS, California Critical Thinking Disposition Inventory, CCTDI	ASES, Self-Efficacy for Academic Performance
Связанные	4	4
Сводка	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.