The Relationship between Academic Self-Concept and Classroom Structure with critical Thinking in Medical Students of Sabzevar University of Medical Sciences

Contemporary scholars believe that critical thinking provides the learner with the ability to understand and evaluate new knowledge, which relates to a variety of extrinsic factors, including academic self-concept and classroom structure. Accordingly, the present study aimed to investigate the relationship between academic self-concept and classroom structure with critical thinking in medical students of Sabzevar University of Medical Sciences.

The present study was a descriptive correlational study. The population of this study included all medical students of Sabzevar University of Medical Sciences in 2018-19 was 250 people. A total of 148 people were selected by systematic random sampling. The required data were collected using standard questionnaires of critical thinking, academic Self-Concept and Classroom Structure. Descriptive statistics, Pearson correlation and regression analysis with SPSS20.

The results showed that there is a positive and significant relationship between the variables of academic self-concept and critical thinking (r = 0.519; p≤0.001) and this variable explains 25.4% of changes in students' critical thinking. Also, the research findings indicate that there is a positive and significant relationship between the variables of class structure and critical thinking (r = 0.628; p≤0.001) and this variable is able to explain 22.4% of changes in students' critical thinking.

Academic self-concept and classroom structure play a role in the development of students 'critical thinking, and can lead to students' academic success. Thus, with increasing levels of academic self-concept and improve the structure of the classroom can provide them develop critical thinking.