Training Practices of Self-efficacy on Critical Thinking Skills and Literacy: Importance-Performance Matrix Analysis

Shinyi Lin; Hsiang-Chih Hu; Chou-Kang Chiu

doi:10.29333/ejmste/112202

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Shinyi Lin ¹ ^* , Hsiang-Chih Hu ², Chou-Kang Chiu ¹

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¹ National Taichung University of Education, TAIWAN² Asia University, TAIWAN^* Corresponding Author

Abstract

This study, which is rooted in design thinking, explores how participants in both academia and industry settings vary in their perceived self-efficacy in critical thinking after using online training units with information and communication technologies (ICTs). Based on the quasi-experimental pre-post research design with stratified sampling, the researchers completed an empirical validation administered to 739 research participants with a valid return of 75%. Perceived self-efficacy increases critical thinking skills. Therefore, the research indicates that enactive mastery of domain knowledge is directly influenced by vicarious modeling and sense of arousal. In addition, it is indirectly influenced by verbal persuasion. The three determinants tend to be equally performed. However, vicarious modeling is of high importance compared to verbal persuasion and sense of arousal. Related to the training practices and effectiveness assessment, the research finding is aligned to the issues of training transfer and talent development in bridging academic candidates to industry professionals.

Keywords

Information and Communication Technologies (ICTs)
critical thinking
Importance-Performance Matrix Analysis (IPMA)
perceived self-efficacy

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 16, Issue 1, January 2020, Article No: em1794

https://doi.org/10.29333/ejmste/112202

Publication date: 07 Sep 2019

Article Views: 3015

Article Downloads: 2015

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How to cite this article

APA

Lin, S., Hu, H.-C., & Chiu, C.-K. (2020). Training Practices of Self-efficacy on Critical Thinking Skills and Literacy: Importance-Performance Matrix Analysis. Eurasia Journal of Mathematics, Science and Technology Education, 16(1), em1794. https://doi.org/10.29333/ejmste/112202

Vancouver

Lin S, Hu HC, Chiu CK. Training Practices of Self-efficacy on Critical Thinking Skills and Literacy: Importance-Performance Matrix Analysis. EURASIA J Math Sci Tech Ed. 2020;16(1):em1794. https://doi.org/10.29333/ejmste/112202

AMA

Lin S, Hu HC, Chiu CK. Training Practices of Self-efficacy on Critical Thinking Skills and Literacy: Importance-Performance Matrix Analysis. EURASIA J Math Sci Tech Ed. 2020;16(1), em1794. https://doi.org/10.29333/ejmste/112202

Chicago

Lin, Shinyi, Hsiang-Chih Hu, and Chou-Kang Chiu. "Training Practices of Self-efficacy on Critical Thinking Skills and Literacy: Importance-Performance Matrix Analysis". Eurasia Journal of Mathematics, Science and Technology Education 2020 16 no. 1 (2020): em1794. https://doi.org/10.29333/ejmste/112202

Harvard

Lin, S., Hu, H.-C., and Chiu, C.-K. (2020). Training Practices of Self-efficacy on Critical Thinking Skills and Literacy: Importance-Performance Matrix Analysis. Eurasia Journal of Mathematics, Science and Technology Education, 16(1), em1794. https://doi.org/10.29333/ejmste/112202

MLA

Lin, Shinyi et al. "Training Practices of Self-efficacy on Critical Thinking Skills and Literacy: Importance-Performance Matrix Analysis". Eurasia Journal of Mathematics, Science and Technology Education, vol. 16, no. 1, 2020, em1794. https://doi.org/10.29333/ejmste/112202