To what extent do culture-related factors influence university students’ critical thinking use? Critical thinking correlated with self-efficacy, locomotion, assessment, and independence. Auckland students critical thinking about research psychology and related fields pdf higher in self-efficacy, locomotion, and independence.
Okinawa students scored higher in interdependence. No differences were found between the groups on measures of critical thinking. Self-construal, regulatory mode, and self-efficacy appear to influence critical thinking use. This study sought to elucidate some aspects of the relationship between culture and critical thinking by examining whether a number of culture-related factors might relate to university students’ reported use of critical thinking. The participants were 363 undergraduate university students from Kyoto and Okinawa in Japan, and Auckland in New Zealand.
Critical thinking use was found to correlate with study self-efficacy, locomotion, assessment, and independent self-construal. In contrast, the Okinawa students scored higher than the other two groups in interdependent self-construal. No differences were found between the groups on reported critical thinking use. A model, which produced an acceptable fit to the data, is proposed in which self-construal influences regulatory mode and study self-efficacy, and these in turn influence critical thinking. Check if you have access through your login credentials or your institution. Data collection for this study was carried out when the first author was working at the University of Auckland. The CriTT can be used to evaluate student perceptions and attitudes about critical thinking.
The CriTT can be used to identify students in need of support to develop their critical thinking. The CriTT correlates with Argumentation and predicts grade point average at University. Critical thinking is an important focus in higher education and is essential for good academic achievement. Seventy-seven items were generated from focus groups, interviews and the critical thinking literature. Data were collected from 133 psychology students.
Factor Analysis revealed three latent factors based on a reduced set of 27 items. Reliability analysis demonstrated that the sub-scales were reliable. Convergent validity with measures of grade point average and argumentation skill was shown, with significant correlations between subscales and validation measures. Most notably, in multiple regression analysis, the three sub-scales from the new questionnaire substantially increased the variance in grade point average accounted for by measures of reflective thinking and argumentation. To sum, the resultant scale offers a measure that is simple to administer, can be used as a diagnostic tool to identify students who need support in developing their critical thinking skills, and can also predict academic performance. The article’s tone is too technical. This use of the term requires proper noun capitalization, whereas “a critical theory” or “a critical social theory” may have similar elements of thought, but not stress its intellectual lineage specifically to the Frankfurt School.