Comparison between the Critical Thinking, Educational Self- Efficiency and Motivation of the Female and Male Students of Payam Nour University of Yasouj

Bahram Movahedzadeh

doi:10.5539/mas.v10n8p84

Abstract

The current study aims to compare critical thinking, educational self-efficiency and educational motivation among female and male students of Payam Nour University and to determine effects of critical thinking training on educational achievements and motivation. Differences of these variables among students of various fields also were examined. The sample includes 120 students (60 male students and 60 female students) using stratified random sampling. In order to collect data, three questionnaires of California critical thinking skills test (Form B) (CCTST), Murise's educational self-efficiency small-scale and the questionnaire of Hermans advance motivation were applied. This research is of causal-comparative type and multi-variable variance analysis (Monova) and one-sided analysis were used in order to analyze the data statistically. Data analysis results showed that there was significant difference in critical thinking, educational self-efficiency and educational motivation among female and male students when p < 0.01. Moreover, Differences of self-efficacy, critical thinking and motivation among students of different fields were concluded.

Highlights

Introduction and Problem StatementSince thinking is a process which its fruit is to achieve one of the concepts of argument, assessment, decision making, analysis and inference, it is a mental action and it is proposed when the human encounters the problem and wants to solve it
Standard deviation male female 3.93 7.47 5.80 6.08 19.86 15.02. As it is observed in table.1, the average of the scores of critical thinking of male and female groups are 27.80 and 25.54 respectively
We should focus our concentration on teaching the critical thinking in order to cover the cognitive processes and increase the motivation in high-school period in order to provide the background of self-efficiency more in students with this procedure

Summary

Introduction

Introduction and Problem StatementSince thinking is a process which its fruit is to achieve one of the concepts of argument, assessment, decision making, analysis and inference, it is a mental action and it is proposed when the human encounters the problem and wants to solve it. One of the main aims of education and training is to emphasize on the development and improvement of the critical thinking skills. Today, very great emphasizes are on training the critical thinking, because the learner is learning many of the rules, ideas and realities in the classrooms (Gyalyam & Le Grange, 2005). A vital demand to critical thinking out of official learning in daily life, relationships, moral choices and keeping and developing the participatory democracies are increasingly rising. These two (critical thinking and motivation) are always influential on the process of discussions and the level of individuals' participations in the activities. A motivated animal involves in an activity with more power and efficiency than a non-motivated animal (Etkinson, 2000)

Methods

Results

Conclusion