3.1.1 Contributions of critical thinking to motivation
Critical thinking and motivation have been considered as two important factors contributing to learning. The aim of this descriptive research is to find out the contribution of critical thinking to motivation on 30 fifth grade gifted students. The instruments used, were Cornell Critical Thinking Test Level X and Academic Self-Regulation Questionnaire (SRQ-A). In the analysis of findings, arithmetic average, standard deviations, and the correlations between variables were calculated. Afterwards, the stepwise regression analyses were conducted to find out whether or not the Cornell Critical Thinking Test Level X components are good predictors of Academic Self-Regulation Questionnaire components. Results were discussed.
Author(s):
Birsel Nemlioglu
birselnemlioglu@maltepe.edu.tr
Maltepe University
Turkey
Dr. Sevgi Birsel NEMLIOGLU got her MA degree (Educational Psychology, Ankara university) in 1981 and PhD degree in 2011 (Educational Psychology, Ankara university). As an Assis. Prof. she has been working at Maltepe University since 2013.
Umit Davasiıgil
umitdavasligil@gmail.com
Maltepe University
Turkey
Prof. Dr. Umit Davasligil is the graduate of an American College in Istanbul, which was accredited as a Junior College. She got her license, and PhD degrees in Istanbul University. She is the founder of the Division of Gifted Education for the first time in Turkey in 2002, which initiated a licensed four-year program, a Masters’ program in 2003, and a PhD program in 2006. Her research interests are in creativity and thinking skills in gifted students and early identification of mathematically precocious children. Since 2010, she has been the head of the Department of Special Education of Maltepe University.