เปรียบเทียบวิธี

	มาตรวัดความเชื่อมั่นในความสามารถทางวิชาการ	มาตรวัดเจตคติเชิงวิพากษ์ (Critical Thinking Dispositions Scale)
สาขาวิชา	จิตวิทยาการศึกษา	จิตวิทยาการศึกษา
ตระกูล	Process / pipeline	Process / pipeline
ปีกำเนิด	1977	1992
ผู้ริเริ่ม	Albert Bandura	Peter Facione
ประเภท	Self-efficacy belief measurement	Critical thinking propensity measurement
แหล่งต้นตำรับ	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.
ชื่อเรียกอื่น	ASES, Self-Efficacy for Academic Performance	CTDS, California Critical Thinking Disposition Inventory, CCTDI
ที่เกี่ยวข้อง	4	4
สรุป	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.