The Structural Relationship between Critical Thinking, Metacognition, Self-Efficacy and Self-Monitoring of Chinese University Students

다국어 초록 (Multilingual Abstract)

This study aimed to empirically investigate the structural relationship between critical thinking, metacognition, self-efficacy and self-monitoring of Chinese university students. Based on previous research, a relevant research model and hypotheses were constructed and verified. The study involved 1st to 4th-year undergraduate students from universities in Sichuan, Hunan, Chongqing and Yunan provinces. A total of 530 questionnaires were distributed, with 507 valid responses used to assess the model fit and confirm the relationships between the variables. The study used structural equation model analysis to analyze the direct and mediated effects between the research variables.　The specific research results are as follows. Firstly, metacognition had a significant positive impact on critical thinking of Chinese university students. Secondly, metacognition had a significant positive impact on self-efficacy of Chinese university students. Thirdly, self-efficacy had a significant positive impact on critical thinking of Chinese university students. Fourthly, metacognition had a significant positive impact on self-monitoring of Chinese university students. Fifthly, self-monitoring had a significant positive impact on critical thinking of Chinese university students. Sixthly, self-efficacy had a significant positive impact on self-monitoring of Chinese university students. Seventhly, self-efficacy had a significant mediating effect in the relationship between metacognition and critical thinking of Chinese university students. Eighth, self-monitoring had a significant mediating effect in the relationship between metacognition and critical thinking of Chinese university students. Compared to other academic fields, research methodology employed in this research targeted on Chinese university students is relatively insufficient. Particularly, the factors influencing the critical thinking of Chinese university students can serve as fundamental data to address issues in the academic and practical aspects of higher education in the future. Keywords: Critical thinking, Metacognition, Self-efficacy, Self-monitoring, Chinese university students

목차 (Table of Contents)

• Ⅰ. Introduction 1
• 1. Research Necessity 1
• 2. Research Purpose6
• 3. Research Questions 6
• Ⅱ. Theoretical Background 7
• 1. Critical Thinking and University Education 7
• 1) Current States of Critical Thinking in University Education 7
• 2) Promotion of Critical Thinking in University Education 9
• 2. Critical Thinking 11
• 1) Concept of Critical Thinking 11
• 2) Dimensions of Critical Thinking 13
• 3. Metacognition 18
• 1) Concept of Metacognition 18
• 2) Dimensions of Metacognition 20
• 4. Self-Efficacy24
• 1) Concept of Self-Efficacy24
• 2) Dimensions of Self-Efficacy 27
• 5. Self-Monitoring 30
• 1) Concept of Self-Monitoring 30
• 2) Dimensions of Self-Monitoring33
• 6. Relationships between the Research Variables 36
• 1) Metacognition and Critical Thinking 37
• 2) Metacognition and Self-Efficacy 39
• 3) Self-Efficacy and Critical Thinking 40
• 4) Metacognition and Self-Monitoring 44
• 5) Self-Monitoring and Critical Thinking 46
• 6) Self-Efficacy and Self-Monitoring46
• III. Research Methods48
• 1. Research Model and Hypothesis48
• 1) Research Model 48
• 2) Research Hypothesis 49
• 2. Research Participants50
• 3. Research Procedure51
• 4. Research Tools 53
• 1) Critical Thinking 53
• 2) Metacognition 54
• 3) Self-Efficacy 55
• viii
• 4) Self-Monitoring 56
• 5. Data Analysis 57
• Ⅳ. Results59
• 1. Basic Statistical Analysis 59
• 1) Descriptive Statistic and Normality Verification 59
• 2）Difference Analysis in Demographic Variables 60
• 3) Correlation Analysis 63
• 2. Model Fit of Measurement Model66
• 1) Confirmatory Factor Analysis 66
• 2) Validity Analysis 67
• 3) Analysis of Measurement Model68
• 3. Research Hypotheses70
• 1) Validation of Research Model Fit 70
• 2) Direct Effects 71
• 3) Mediating Effects 74
• 4. Adoption of Research Hypotheses75
• V. Conclusion and Suggestions76
• 1. Research Summary76
• 2. Discussion and Conclusion77
• 3. Limitations and Suggestions 82
• References 84
• Appendix. Questionnaire 92
• 국문초록101