Manystudies in the literature indicate relationships between epistemologicalbeliefs, metacognition, and critical thinking. All these constructs eitherdirectly or indirectly affect learning and cognition. In this research, we aimto disclose the magnitude of the direct effect the epistemological beliefs hason metacognition and critical thinking as well as determining the size ofdirect effect of metacognition and indirect effect of epistemological beliefson critical thinking. To determine magnitude of the postulated direct andindirect causal effects between the three constructs, we collected and analyzeda set of data reflecting 234 college students’ level of epistemologicalbeliefs, metacognition, and critical thinking. Then a specific structuralequation model (SEM), namely structural regression (SR) model, employed fordata analysis.Keywords:SEM, epistemological beliefs, metacognition, critical thinking, SR
Manystudies in the literature indicate relationships between epistemologicalbeliefs, metacognition, and critical thinking. All these constructs eitherdirectly or indirectly affect learning and cognition. In this research, we aimto disclose the magnitude of the direct effect the epistemological beliefs hason metacognition and critical thinking as well as determining the size ofdirect effect of metacognition and indirect effect of epistemological beliefson critical thinking. To determine magnitude of the postulated direct andindirect causal effects between the three constructs, we collected and analyzeda set of data reflecting 234 college students’ level of epistemologicalbeliefs, metacognition, and critical thinking. Then a specific structuralequation model (SEM), namely structural regression (SR) model, employed fordata analysis.Keywords:SEM, epistemological beliefs, metacognition, critical thinking, SR