背景：學習環境從面對面學習突然轉變為遠程學習，嚴重影響學生的批判性思維能力和自我效能，而培養學生的批判性思維已成為教育界的目標。 近年來，疫情打亂了學生的面授學習狀態，批判性思維能力可能受到很大影響，尤其是對一個人內在的心智品格和批判性思維傾向的影響。 當可以通過解決各種問題來訓練或培養批判性思維技能時，可以通過檢查遠程學習中正確的確切學習過程來更好地理解批判性思維的配置目標：本研究的目的是確定遠程學習如何影響學生的批判性思維傾向，而這種傾向會受到自我效能感的調節。方法：採用定量方法和回歸分析對本研究的數據進行分析。 校園共招收了60名國際學生，要求他們填寫動機學習策略問卷（MSLQ）和批判性思維傾向量表（CTDI）問卷。結果：數據顯示學生在遠程學習中的自我效能感對批判性思維傾向有積極影響。 遠程學習對批判性思維傾向有直接影響 (B=0.234, p=0.001)，自我效能感的偏差校正自舉結果 (B=0.254, 下限置信區間 (LLCI)=0.593 上限 極限置信區間（ULCI）=0.442）說明自我效能在遠程學習與批判性思維傾向之間起中介作用。結論：本研究表明，學生的自我效能對遠程學習環境中的批判性思維傾向有影響。 即使沒有面對面的學習，批判性思維的傾向仍然會受到高等教育領域培養學生的嚴重影響。 Background: A sudden change of the learning environment from face-to-face to distance learning can seriously affect students’ critical thinking ability and self-efficacy while cultivating students’ critical thinking that has been set to be a goal of the education field. In recent years, the pandemic has disrupted the face-to-face learning status of students whose critical thinking skills may be greatly affected, especially for a person’s inherent qualities of mind and character and disposition of critical thinking. When the critical thinking skill can be trained or cultivated by solving various problems, the disposition of critical thinking could be more understood by examining the right exact process of learning during a distance learning Objective: The purpose of this research was to determine how a distance learning affected students' critical thinking disposition that would be moderated by self-efficacy. Method: Quantitative method and regression analysis were used to analyze the data for this research. A total of 60 international students were recruited on the campus and asked to fill out Motivated Strategies for Learning Questionnaire (MSLQ)and Critical Thinking Disposition Inventory (CTDI)questionnaires. Result: The data show that the student’s self-efficacy in distance learning has a positive impact on the critical thinking disposition. There was a direct effect of distance learning on critical thinking disposition with (B=0.234, p=0.001), and the result of bias-corrected bootstrap of self-efficacy (B=0.254, Lower Limit Confidence Interval (LLCI )=0.593 Upper Limit Confidence Interval (ULCI)=0.442) indicates that self-efficacy had mediating effect between distance learning and critical thinking disposition. Conclusion: This study show that students’ self-efficacy has an impact on the critical thinking dispositions in the distance learning environment. Even without face-to-face learning, critical thinking disposition still can be seriously affected by cultivating students in the high education field.
