Attitude toward Computers and Critical Thinking of Postgraduate Students as Predictors of Research Self-Efficacy

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

COMPUTERS IN THE SCHOOLS Pub Date : 2021-04-03 DOI:10.1080/07380569.2021.1911554

Hatice Odacı, E. Erzen

{"title":"Attitude toward Computers and Critical Thinking of Postgraduate Students as Predictors of Research Self-Efficacy","authors":"Hatice Odacı, E. Erzen","doi":"10.1080/07380569.2021.1911554","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"38 1","pages":"125 - 141"},"PeriodicalIF":1.2000,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07380569.2021.1911554","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"COMPUTERS IN THE SCHOOLS","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/07380569.2021.1911554","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 1

Abstract

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.

查看原文本刊更多论文

计算机态度与批判性思维对研究生研究自我效能感的影响

摘要本研究的目的是检验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他们的研究自我效能，并根据学生的研究生教育水平调查这些变量的差异。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。研究结果显示，研究自我效能感与批判性思维之间存在显著的正向关系。结果还表明，对计算机的态度和批判性思维占研究自我效能感总变异的3%；在这两个变量中，批判性思维对模型做出了重大贡献。从受教育程度来看，硕士生和博士生的研究自我效能存在显著差异。这种差异的来源是博士生的研究自我效能感得分显著高于硕士生。此外，研究结果显示，硕士生和博士生对计算机的态度存在显著差异。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

COMPUTERS IN THE SCHOOLS EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

11.10%

发文量

期刊介绍： Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.