Abstract

• A total of 925 third year and fourth year students from universities in Sagaing District were randomly selected in this study. Descriptive research design and survey method were used. California Critical Thinking Disposition Inventory (CCTDI) adapted by Kokdemir (2003) and Self-directed Learning Readiness Scale (SDLRS) developed by Dr. Lucy M. Guglielmino (1977) were used. It was found that there was no significant difference in total critical thinking disposition by gender, grade and university. But for subscales, male students were better in systematicity and self-confidence than female ones. In analyticity and truth-seeking, female students were better than male students. Fourth year students were found to be better in systematicity than third year students. It was also found that students in University 1 and University 5 were more open-minded and then students in University 1 were also better in analyticity than the other universities. In comparing self-directed learning readiness by gender, grade and university, significant difference was not found. The result of correlation matrix indicated that critical thinking disposition and self-directed learning readiness was significantly correlated in positive direction (r=.671, p<.01). So, critical thinking disposition is one of the important factors to improve the students’ level of self-directed learning readiness.