Examining the Relationship between High School Students' Perception of School Climate and their Critical Thinking Disposition

Abstract

Critical thinking skills is thought that it is important to structure the elements in the school climate in a way that will support students' participation in the process, find the opportunity to think and criticize in acquiring critical thinking skills. Based on this reason, this study aimed to determine whether there is a relationship between high school students' perception of school climate and critical thinking disposition. Relational scanning model, was used in the research. The sample of the study was determined by stratified sampling method. “Delaware School Climate Student Scale” and “UF/EMI Critical Thinking Tendency Scale” were used as data collection tools in the research. The data obtained in the study were analyzed with t-test, ANOVA and Pearson correlation coefficients. According to the results of the research, a significant and positive relationship was found between the perception of school climate and the tendency to critical thinking.