Relationship of Critical Thinking Disposition, Self-Esteem and Self-Efficacy among Dental Hygiene Majors
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The purpose of this study is to investigate critical thinking disposition, self-esteem, and self-efficacy among dental hygiene majors to determine the degree of relevance among the three factors. From Oct. 15 to Dec. 6, 2012, a total of 935 students from five three-year universities and six four-year colleges nationwide were conducted. A structured questionnaire was used to conduct correlation and regression analysis on the degree and mutual relevance among critical thinking disposition, self-esteem, and self-efficacy. When measuring the degree of critical thinking disposition, self-esteem, and self-efficacy, the results showed that the score was 3.40 for critical thinking disposition, 3.53 for self-esteem and 3.03 for self-efficacy. Critical thinking disposition is composed of seven factors: intellectual passion/interest, prudence, self-confidence (A), systemicity, intellectual fairness, sound skepticism, and objectivity, and significant influencing factors were found to be self-regulation efficacy among self-esteem and self-efficacy. Factors that were significant for self-esteem included confidence (A), intellectual passion/interest, systemicity in critical thinking disposition and confidence (B) and self-regulation efficacy in self-efficacy. Self-efficacy was classified into three factors: confidence (B), self-regulation efficacy, and task difficulty preference, and the significant factors of influence were self-esteem, systemicity, confidence (A), intellectual passion/interest, and sound skepticism in critical thinking disposition. The relevance between critical thinking disposition, self-esteem, and self-efficacy showed a positive correlation among all items except for sound skepticism and confidence (B). From the above results, critical thinking disposition, self-esteem, and self-efficacy were significantly related to each other, and it is expected that they will be used as basic data for the development of the dental hygiene curriculum where each factor can be systematically and continuously enhanced.
Abstract
The purpose of this study is to investigate critical thinking disposition, self-esteem, and self-efficacy among dental hygiene majors to determine the degree of relevance among the three factors. From Oct. 15 to Dec. 6, 2012, a total of 935 students from five three-year universities and six four-year colleges nationwide were conducted. A structured questionnaire was used to conduct correlation and regression analysis on the degree and mutual relevance among critical thinking disposition, self-esteem, and self-efficacy. When measuring the degree of critical thinking disposition, self-esteem, and self-efficacy, the results showed that the score was 3.40 for critical thinking disposition, 3.53 for self-esteem and 3.03 for self-efficacy. Critical thinking disposition is composed of seven factors: intellectual passion/interest, prudence, self-confidence (A), systemicity, intellectual fairness, sound skepticism, and objectivity, and significant influencing factors were found to be self-regulation efficacy among self-esteem and self-efficacy. Factors that were significant for self-esteem included confidence (A), intellectual passion/interest, systemicity in critical thinking disposition and confidence (B) and self-regulation efficacy in self-efficacy. Self-efficacy was classified into three factors: confidence (B), self-regulation efficacy, and task difficulty preference, and the significant factors of influence were self-esteem, systemicity, confidence (A), intellectual passion/interest, and sound skepticism in critical thinking disposition. The relevance between critical thinking disposition, self-esteem, and self-efficacy showed a positive correlation among all items except for sound skepticism and confidence (B). From the above results, critical thinking disposition, self-esteem, and self-efficacy were significantly related to each other, and it is expected that they will be used as basic data for the development of the dental hygiene curriculum where each factor can be systematically and continuously enhanced.
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