Özet:

The aim of this study is to study the impact of high school students' epistemological beliefs on critical thinking trends and academic self-quality. The research was carried out with the relational scan model. The study’s work group consists of 678 students studying in the official secondary schools associated with the Ministry of National Education in the province of Afyonkarahisar in the 2019-2020 academic year and determined by the simple non-selective sampling method. The study used the "Epistemological Faith Scale" consisting of 30 items in the five-liquette type developed by Aypay (2011) as a data collection tool, the "Critical Thought Trend Scale" consisting of 25 items in the five-liquette type developed by Ertaş Kılıç and Shen (2014) and the "Academic Self-Capacity Scale" consisting of 33 items in the five-liquette type developed by Ekici (2012). Data analysis includes visual statistical analysis, Pearson correlation analysis, non-related samples t-Test and one-way MANOVA analysis. The study found a meaningful relationship between the scale of epistemological belief "Learning Process-Authority/Expert Knowledge Doubt" and the scale of academic self-sufficiency and the scale of "Learning Process-Authority/Expert Knowledge Doubt", the scale of "Learning effort" and the scale of the critical thinking tendency in a positive middle level. However, there is a high-level positive meaningful relationship between the scale of critical thinking and the scale of academic self-sufficiency. According to another conclusion of the study, the epistemological scale of belief has shown that the sub-dimensional levels of "learning process-autority/expert knowledge doubts", "born-stable ability", "learning effort" and "knowledge accuracy" have a significant impact on students' critical thinking tendencies and academic self-sufficiency.

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