Analysing the Relationship of Critical Thinking and Metacognition with Epistemological Beliefs through Structural Equation Modeling

Abstract

In this study, it was aimed to examine the partial mediating effect of metacognitive awareness level in the relationship between critical thinking dispositions and epistemological beliefs of university students. It was proposed that students’ critical thinking dispositions may affect their epistemological beliefs and metacognition may have a partial mediating effect in this relationship. A model that shows the possible relationships among variables was constructed and this measurement model was tested by structural equation modeling. Three different instruments were administered to 425 university students enrolled in various departments and faculties of Ege University in order to collect data about critical thinking dispositions, metacognitive awareness and epistemological beliefs. Results of structural equation modeling supported the proposed model. Based on these findings, it can be said that students’ critical thinking dispositions effect their epistemological beliefs and metacognition variable is a partially mediating variable.