Relationship between epistemological beliefs and anti-intellectual beliefs with critical thinking disposition in M. A. students of Yazd University

The present study was conducted to investigate the relationship between epistemological beliefs and anti-intellectual beliefs with critical thinking disposition. The study sample consisted of 2180 M. A. students of Yazd University. A sample of 360 persons were selected by cluster sampling according to the Morgan-Krejcie table from the faculties of Humanities, Science and engineering. To measure the variables of the study three questionnaires were used: Schommer’s epistemological beliefs questionnaire with five dimensions of simple assuming of knowledge, definite assuming of knowledge, source of knowledge, innate assuming of learning ability and quick assuming of learning process to measure epistemological beliefs Eigenberger and sealander’s student anti-intellectualism scale and Ricketts’ critical thinking disposition inventory with three dimensions of innovativeness, maturity and engagement check anti-intellectual beliefs. The data was also analyzed using Pearson correlation and stepwise multiple regression. The results showed that epistemological beliefs and anti-intellectual beliefs had a negative significant relationship with the critical thinking disposition. The results of multiple regression analysis also showed that among the dimensions of the epistemological beliefs, source of knowledge with a positive beta (0.106), definite assuming of knowledge with beta (-0.11) and innate assuming of learning ability with beta (-0.23) predicts the critical thinking disposition negatively. Anti-intellectual beliefs with a negative beta (-0.37) has a role in the prediction of the critical thinking disposition. Generally, findings of the present study show that it is necessary to identify the role of epistemological beliefs and recognition of the anti-intellectual beliefs in the quality of critical thinking students’ dispositions.