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Uncertainty and Positive Psychology in Critical Pedagogy: Critical Thinking and EFL Students' Learning Outcomes
Abstract
An educational system based on positive psychology techniques might facilitate making correct decisions in an uncertain situation and thinking critically. The present research aims to investigate the correlation between critical thinking, learning outcomes, and uncertainty. On the other hand, this study intends to explore Iranian English teachers' perspectives on uncertainty and positive psychology. To this end, this study followed an explanatory mixed-methods design. An adapted uncertainty questionnaire was administered to 250 EFL students. A semi-structured interview was conducted with 20 EFL teachers to provide data on their perceptions of uncertainty and positive psychology. The Pearson correlation coefficient indicated a positive correlation between critical thinking, learning outcomes, and uncertainty. The grounded theory approach was followed to analyze the qualitative findings. The findings might affect teachers, students, material developers, and the educational system.
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