Investigating Critical Thinking Disposition, Self-Efficacy, Self-Regulation, and Self-Identity amongst Online Students

Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: https://projectinnovationaustin.com/college-student-journal

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13

Critical Thinking; Thinking Skills; Academic Achievement; Self Efficacy; Metacognition; Online Courses; Self Evaluation (Individuals); Self Concept; Student Attitudes; Correlation

0146-3934

Higher education institutions are simultaneously facing two significant strategic mandates in student preparedness for success in the 21st century and the explosion of online education growth. This study examines the dynamics of the concurrent implementation by using Bradley et al. (2017) examination of self-efficacy and self-regulatory skills and their influence on achievement in an online learning environment as a starting point. Using 413 online students, this effort is furthered by investigating students' critical thinking disposition, the dynamics of self-efficacy beliefs and self-regulation skills, and the outcomes of self-identity as a critical thinker and preparedness for academic success in an online environment. The findings support that those students who assess the efficacy of their learning and academic performance skills as being high have an increased likelihood of using critical thinking skills. Also, self-regulating behaviors positively influence students' self-assessment of their efficacy for learning and performance and work in conjunction with critical thinking disposition in being better prepared for success in online education. Furthermore, the implications of the study and directions for future research are discussed.

As Provided

2023

EJ1379843