Abstract

The purpose of this study was to examine to what extent the attitude toward computers and disposition to critical thinking of postgraduate students in the field of educational sciences predicted their research self-efficacy and to investigate the difference in these variables on the basis of students’ postgraduate education levels. Participants were 197 postgraduate students in the field of educational sciences in eight different public universities in Turkey: 105 (53.3%) doctoral students, 92 (46.7%) master’s students. The results revealed a significant positive attitude between research self-efficacy and critical thinking. The results also showed that attitude toward computers and critical thinking accounted for 3% of total research self-efficacy variation; and that of these two variables, critical thinking made a significant contribution to the model. Based on ongoing levels of education, there was a significant difference between the research self-efficacies of master’s and doctoral students. The source of this variation was attributed to doctoral students’ research self-efficacy scores being significantly higher than those of master’s students. Additionally, results showed a significant difference between attitudes toward computers of master’s and doctoral students.

摘要

本研究的目的是考察教育科学领域研究生对计算机的态度和批判性思维的倾向在多大程度上预测了他们的研究自我效能，并在学生研究生的基础上调查了这些变量的差异。教育水平。参与者是土耳其八所不同公立大学教育科学领域的 197 名研究生：105 名（53.3%）博士生，92 名（46.7%）硕士生。结果表明，研究自我效能感和批判性思维之间存在显着的积极态度。结果还表明，对计算机和批判性思维的态度占研究自我效能感总变异的 3%；以及这两个变量，批判性思维对该模型做出了重大贡献。基于持续教育水平，硕士和博士生的研究自我效能感存在显着差异。这种差异的根源在于博士生的研究自我效能感得分明显高于硕士生。此外，结果显示硕士生和博士生对计算机的态度存在显着差异。