Özet:

The objective of this study is: the level of understanding that eighth class students read, the attitude to read, gender, mother education status, father education status, time dedicated to daily reading, the number of books read in a year, the time of daily use of social media tools, the time of daily television watching, whether or not a suitable environment to read at home, tablets at home, computers, etc. whether or not, whether or not there is an internet connection at home, whether or not it is its own mobile phone, how much the variables in the period of follow-up or follow-up influence the critical thinking tendencies of students. The sample of the research used in the relational scan model consists of 521 eighth-class students who studied in high schools in the Sivas Central District in the 2018-2019 educational year. The data in the study were collected through the "Critical Thought Trend Scale" adapted to Turkish by Demircioğlu (2012), the "Critical Thought Trend Scale" adapted to Turkish by Çakıroğlu and Palancı (2015) and the "Personal Information Form" developed by researchers. In the analysis of the data, visual statistics and hierarchical multi-linear regression analysis have been used. The research finds that the attitude to read for the "predictability" dependent variable of the importance of the variables, the gender, the level of understanding that it is read and the periodic publications are not followed; the attitude to read for the "cognitive maturity" dependent variable, the level of understanding that it is read, the attitude to read for the "novility" dependent variable, the periodic publications are not followed and the gender; the attitude to read for the "critical thinking trend" dependent variable, the periodic publications are not followed, the gender and the level of understanding that it is read.

Anahtar Kelimeler: