IMPACT OF SELF-DIRECTED LEARNING READINESS AND CRITICAL THINKING DISPOSITION IN PREDICTION OF STUDENTS’ ACADEMIC PERFORMANCE AT TABRIZ UNIVERSITY

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ABDOULLAHI ADLI ANSAR V.; FATHI AZAR E.; ALAIE P.

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Journal Paper

Paper Information

Journal: JOURNAL OF PSYCHOLOGY (TABRIZ UNIVERSITY) Year:2010 | Volume:5 | Issue:17 Page(s): 79-100

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Information Journal Paper

Title

IMPACT OF SELF-DIRECTED LEARNING READINESS AND CRITICAL THINKING DISPOSITION IN PREDICTION OF STUDENTS’ ACADEMIC PERFORMANCE AT TABRIZ UNIVERSITY

Author(s)

ABDOULLAHI ADLI ANSAR V. | FATHI AZAR E. | ALAIE P. | Issue Writer Certificate

Keywords

SELF-DIRECTED LEARNING READINESSQ3

CRITICAL THINKING DISPOSITIONQ3

ACADEMIC PERFORMANCEQ2

Abstract

The aim of this research was to examine the relationship of SELF-DIRECTED LEARNING READINESS, CRITICAL THINKING DISPOSITION and ACADEMIC PERFORMANCE in undergraduate students at Tabriz University. The statistical population included all undergraduate students at the University of Tabriz, which 346 students in different majors have been selected by the multi-stage cluster random sampling method. The research method is descriptive - correlational.For measuring the variables, SELF-DIRECTED LEARNING READINESS Scale (SDLRS), California CRITICAL THINKING DISPOSITION Inventory and GPA were employed. The data were analyzed by SPSS soft ware. Pearson correlation test showed that there is a meaningful and positive relation among factors of SELF-DIRECTED LEARNING READINESS and CRITICAL THINKING DISPOSITION and ACADEMIC PERFORMANCE. T test showed that there was not a significant difference between male and female students in total score SELF-DIRECTED LEARNING READINESS and CRITICAL THINKING DISPOSITION. Also multiple-analysis of variance (MANOVA) showed that there was not a significant difference between male and female in factors of SELF-DIRECTED LEARNING READINESS. Multiple Regressions Analyses identified that self-concept and CRITICAL THINKING DISPOSITION positively predicted ACADEMIC PERFORMANCE.

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