An Exploration of Self-Efficacy as a Mediator of Skill Beliefs and Student Self-Identity as a Critical Thinker

Abstract

Critical thinking has received extensive attention in the education, philosophy, psychology, and more recently, the marketing literature where it has been highlighted as important to student lifelong learning. However, much of the extant marketing education literature emphasizes techniques tied to implementing critical thinking approaches while questions exist regarding the processes by which students are influenced through participation in critical thinking pedagogies. This study merges critical thinking and self-identity literature as a means of addressing the question of how students come to view themselves as critical thinkers. Specifically, we hypothesized that critical thinking self-efficacy will mediate the effect of critical thinking skill beliefs on student self-identity as a critical thinker for students participating in classes where critical thinking is explicitly and consistently addressed. Results, based on a sample of students participating in critical thinking-oriented classes, support these hypotheses. In contrast, no such effects were observed in control classes. Findings hold implications for researchers and academics attempting to understand how to effectively leverage critical thinking pedagogies to promote lifelong learning.