Investigation of pre-service teachers’ critical reading self-efficacy

Abstract

Critical thinking has become an important skill in today’s intensive information flow. Because individuals need to reach the right source by evaluating the information. The development of critical thinking requires the acquisition of critical reading skills. Critical reading is the reading of individuals by questioning and evaluating text. In this research, critical reading self-efficacy of pre-service teachers were examined in terms of variables of gender, grade level, the department studied, mothers’ educational background, fathers’ education background and daily internet usage time. The sample of the current research was composed of 345 pre-service teachers. The data collection process, Critical Reading Self-Efficacy Perception Scale was used. To analyze data, Mann Whitney U and Kruskal Wallis H-tests were used. As a result of Mann Whitney U-test, a significant difference was defined in critical reading self-efficacy according to the department studied. As a result of Kruskal Wallis H-test a significant difference was defined in critical reading self-efficacy and questioning, inference, analysis and evaluation sub-dimensions according to mothers’ educational background, and in critical reading self-efficacy and finding similarities and awareness sub-dimension according to daily internet usage time.