Ali Akbar Ajam - Department of Educational Sciences, Payame Noor University, Tehran, IR of Iran.
محمد اکبریان خلیل آباد - کارشناسی ارشد گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران
azam ajam - M.A. in educational research, Department of Educational Sciences, Faculty of Education and Psychology, Payam Noor University, Tehran , IR of Iran.

Given the growing importance of the use of novel technologies, especially in the field of education, and with regard to the necessity of learning the use of e-learning by community members, specifically students, the present study aimed to evaluate the role of critical thinking disposition and academic self-efficacy in the acceptance of e-learning by students. This was a descriptive survey research, and the statistical population (n=۱۲۸۹) included tenth-grade male students in experimental sciences and mathematics disciplines in Mashhad, Iran. In total, ۲۸۸ students were selected by cluster sampling method and based on the Morgan table. Data were collected using Morgan and Jing Academic Self-Efficacy Scale (MJSES) (۱۹۹۹), Ricketts' Critical Thinking Disposition Questionnaire (۲۰۰۳), and Technology Acceptance Model by Davis and Bagozzi (۱۹۸۹). Notably, the instruments had confirmed validity and reliability. Data analysis was performed in SPSS version ۲۰ using Pearson’s correlation coefficient and stepwise regression. The research question was “do critical thinking disposition and academic self-efficacy play a role in acceptance of e-learning by tenth-grade male students in experimental sciences and mathematics disciplines?” According to the results, critical thinking disposition and academic self-efficacy significantly predicted students’ acceptance of e-learning. In fact, the variable of critical thinking disposition had a share of ۰.۰۶۸ in the amount of acceptance of e-learning in a significant way and based on the standardized beta coefficient. Therefore, this concept can be used as a predictor of e-learning acceptance. Therefore, it is suggested that these skills be reinforced in students by families, principals, teachers and educational authorities to improve the acceptance of new educational innovations and enhance students’ academic achievement.

E-learning Acceptance, Critical Thinking Disposition, Academic self-efficacy, High-school Students