Impact of Self-Directed Learning Readiness and Critical Thinking Disposition in Prediction of Student's Academic Performance at Tabriz University

The aim of this research was to examine the relationship of selfdirected learning readiness, critical thinking disposition and academic performance in undergraduate students at Tabriz University. The statistical population included all undergraduatestudents at the University of Tabriz, which 346 students in different majors have been selected by the multi-stage cluster random sampling method. The research method is descriptive - correlational. For measuring the variables, Self-Directed Learning ReadinessScale (SDLRS), California Critical Thinking Disposition Inventory and GPA were employed. The data were analyzed by SPSS soft ware. Pearson correlation test showed that there is a meaningful and positive relation among factors of Self-Directed LearningReadiness and Critical Thinking Disposition and academic performance. T test showed that there was not a significant difference between male and female students in total score selfdirected learning Readiness and critical thinking disposition. Also multiple-analysis of variance (MANOVA) showed that there was not a significant difference between male and female in factors of self-directed learning Readiness. Multiple Regressions Analysesidentified that self-concept and critical thinking disposition positively predicted academic Performance.