An Investigation of Secondary School Learners’ Critical Thinking Inclination

Objective: The aim of this study was to determine the factors affecting critical thinking and empathic disposition of nursing students and the relationships between the empathy and critical thinking disposition in nursing education. Methods: The study was carried out on undergraduate students at nursing school during 2011-2012 academic years. The sample consisted of 276 students who had agreed to participate in the research, 30.7% of them were the first year students (freshman), 27.4 % were the second year students (sophomore), 20.2% were the third year students (junior) and 20.9% were the fourth year students (senior) of nursing program. California Critical Thinking Disposition Inventory (CCTDI) designed by Kokdemir and Empathic Tendency Scale invented by Dokmen were used to assess the research data. Furthermore, an “Individual Information Form” questioning the grades, genders and parental education levels of the nursing students was prepared and applied by the researcher. Results: The mean score for the Empathic Tendency Scale was 53.25±6.57, the mean score for the Critical Thinking Disposition Scale was 209.95±25.26. Correlation analysis revealed significant relationships between the students' scores of Empathic Tendency Scale and total score of Critical Thinking Disposition Scale (r=0.186 p 0.05). It was detected that nursing students’ critical thinking ability was not affected by their genders and parental education levels. Conclusion: A significant relationship was observed between the Empathic Tendency and general Critical Thinking Disposition and Analytical Thinking skills. The differences were also observed between the class levels in terms of Empathic Tendency and Critical Thinking Disposition and it was also observed that nursing students’ critical thinking disposition scores were considerably low. These findings suggest that these skills can be enhanced with education. Current findings revealed that emphasis should be placed on practical works to develop students’ ability of empathy and critical thinking disposition in class levels. Key words: Critical Thinking Disposition, Empathic Tendency, Nursing student

<p style="text-align:justify">The aim of this study is to explain and predict prospective preschool teachers’ academic achievements depending on goal orientations they adopt, their critical thinking dispositions and self-regulation skills. Research sample constitutes of 265 prospective preschool teachers attending the Faculty of Educational Sciences in Cukurova University. Research data were collected with the 2x2Achievement Goal Orientations Scale, Self-Regulation Questionnaire and Critical Thinking Disposition Scale. Demographical information about prospective teachers’ gender, age, grade level and academic grade point averages were obtained with the personal information form. For the analysis of research data, One-Way Analysis of Variance (ANOVA) and discriminant analysis were used. In this study; it was concluded that prospective teachers with high level of learning approach orientation, critical thinking disposition and self-regulation skills had higher levels of academic achievement. However, it was determined that distinguishing variables among prospective preschool teachers with low, medium and high level of academic achievement included learning approach, performance approach goal orientation and critical thinking disposition and self-regulation skills. Correct classification percentage of distinguishing variables according to prospective preschool teachers’ levels of academic achievement was determined as 48.8%. Considering the fact that prospective teachers’ achievement-goal orientations, critical thinking dispositions and self-regulation skills may increase their academic achievement and shape their future teaching performances, it is suggested to implement programs that will contribute to the development of such skills and orientations among prospective preschool teachers.</p>

This study aimed to examine the effect of augmented reality game-based learning (ARGBL) on students’ critical thinking disposition and academic achievement in the topic of green chemistry. The research employed a quasi-experimental method with a pretest-posttest design. The sample consisted of 72 tenth-grade students from a senior high school in Jakarta during the 2023/2024 academic year, divided into two classes: one designated as the experimental group and the other as the control group. The critical thinking disposition scale and the academic achievement test were employed to collect the data. The experimental group was taught using ARGBL, while the control group received conventional instruction. The data were analyzed using analysis of covariance (ANCOVA). The results showed that the implementation of ARGBL positively influenced students’ critical thinking disposition and academic achievement. Students in the experimental group demonstrated higher scores in both critical thinking disposition and academic achievement compared to the control group. It can be concluded that ARGBL is effective in enhancing students’ critical thinking disposition and academic achievement. Based on these findings, it is recommended that teachers adopt ARGBL to improve students’ critical thinking disposition and academic achievement in chemistry.

Background: Nurses often use the clinical decision-making mechanism. This mechanism is influenced by critical thinking and rational and intuitive decision-making styles. This study’s aim was to determine the levels of rational and intuitive decision-making styles and critical thinking disposition of nurses. Method: It is a prospective and cross-sectional descriptive study. Data were collected between May and August 2023. The study included 355 nurses working at two major hospitals in one of the largest cities in the Central Anatolia region. The data were gathered using a questionnaire consisting of a personal information form, Critical Thinking Disposition Scale and Rational and Intuitive Decision-making Styles Scale.Results: The Critical Thinking Disposition Scale and Rational Decision-making Styles Scale scores of the nurses were above the average and the Intuitive Decision-making Styles Scores were close to the average. A positive and significant correlation has been found between nurses’ critical thinking dispositions and levels of rational and intuitive decision making. In addition, the linear regression analysis shows nurses’ critical thinking tendencies affect their rational decision-making and intuitive decision-making styles.Conclusion: These findings suggest strengthening nurses’ critical thinking could improve both their rational and intuitive decision-making skills, thereby improving patient care outcomes by making effective clinical judgements.

The aim of this study is to determine the critical thinking disposition levels of middle school students and their perceptions of school climate to examine the effect of gender on these variables and to analyze the predictive power of school climate sub-dimensions on critical thinking disposition. The study was conducted with 162 7th- and 8th-grade middleschool students. To measure students’ critical thinking disposition levels, the Critical Thinking Disposition Scale was used, while the School Climate Scale was employed to assess their perceptions of school climate. The study adopted a relational survey model. Data were analyzed using descriptive statistics, independent samples t-tests, and multiple linear regression analyses. Findings indicate that school climate is at a moderate level, while critical thinking disposition is at a high level in both grade levels. Gender does not create a significant difference in school climate perception for either grade level. However, 7th-grade female students have higher critical thinking disposition levels compared to male students, with a moderate effect size. For 8th-grade students, no significant difference in critical thinking disposition was observed based on gender. According to the multiple linear regression analysis, the sub-dimensions of school climate are moderate or low-level significant predictors of critical thinking disposition in both seventh and 8th grades. The school climate sub-dimensions explain 25% of the variance in critical thinking disposition for 7th graders and 19% for 8th graders. These findings suggest that students’ perceptions of school climate play a role in enhancing their critical thinking disposition levels. The results are discussed in the context of the literature, and recommendations are provided. Cite this article as: Tokgöz, E. Ö., & Ağın, E. (2025). School climate on secondary school students’ critical thinking dispositions. HAYEF: Journal of Education, 22, 0001, doi: 10.5152/ hayef.2025.25001.

INTRODUCTION: The aim of this study was to determine the relationship between nursing students’ critical thinking disposition and autonomy levels. METHODS: The descriptive-relationship seeking study was conducted with 288 nursing students in the nursing department of a state university. Data were collected by using the Descriptive Characteristics Information Form, which included socio-demographic characteristics, California Critical Thinking Disposition Scale and Sociotropy-Autonomy Scale. Data were analyzed by number, percentage, mean, standard deviation and Pearson correlation tests. RESULTS: It was found that the students’ mean autonomy subscale of Sociotropy-Autonomy Scale score was 87.43±11.27 and the overall mean score of critical thinking disposition was 232.52±23.30. There was a statistically significant positive correlation between the students› overall mean scores of California Critical Thinking Disposition Scale and autonomy subscale scores of Sociotropy-Autonomy Scale (r = 0.526, p <0.010). DISCUSSION AND CONCLUSION: In the study, the autonomy levels of the students were above the middle level; critical thinking disposition levels were low; There was a positive relationship between critical thinking disposition and autonomy levels. The results of the study suggest that nursing education curricula should be revised and restructured in order to raise students’ critical thinking and autonomy levels in nursing education.

The aim of this research is to investigate the relationship between prospective teachers' critical thinking dispositions and their educational philosophies.The research used relational screening model.The study hosts a total of 429 prospective teachers selected by the simple random sampling method.Research data has been collected through Critical Thinking Disposition Scale and Philosophy Preference Assessment Scale.The research's analysis utilized pearson product moment correlation and multiple linear regression analysis.The current study found that there is a positive significant relationship between the scores of prospective teachers' critical thinking dispositions and those of contemporary educational philosophy dimension of the philosophy preference assessment scale; in traditional educational philosophy dimension, there is a positive but insignificant relationship between the scores; moreover, the relationship between the dimensions of critical thinking disposition scale such as cognitive maturity, engagement and innovation and their contemporary educational philosophies have been found to be significant.These three dimensions explain 14% of the educational philosophies and there is not a significant correlation with the traditional educational philosophies.

<span lang="EN-US">It is important to develop a critical perspective in terms of interpreting the messages to be given to the individuals through media and questioning the authenticity and content of these messages. It is therefore necessary to train the individuals called media literate who can critically perceive and evaluate the information conveyed through the media to increase the positive effects of the media and to reduce their negative effects as much as possible. The purpose of the current study is to investigate the effect of the pre-service teachers’ critical thinking disposition on their media literacy. The study employed the relational survey model, one of the quantitative research methods. In order to collect data, a personal information form, the Critical Thinking Disposition Scale, and the Media Literacy Level Determination Scale were used as the data collection tools. As a result of the study, the critical thinking disposition of the pre-service teachers was found to be medium and their media literacy was found to be high. The critical thinking disposition was found to be varying significantly depending on their gender and grade level; their media literacy was found to be varying depending on grade level but not on gender. There is a positive but low relationship between critical thinking disposition and media literacy and critical thinking is a significant predictor of media literacy.</span>

Assessment of the psychometric properties of the Vietnamese version of the Critical Thinking Disposition Scale

The purpose of this study is to examine the effects of a distance learning course in critical thinking on the critical thinking skills and dispositions of university students. The diversification model was adopted in the study, which was carried out in line with the mixed research method, which combines the results of the data obtained by collecting both quantitative and qualitative data and allows comparisons to be made. The data of the study conducted with 30 senior university students were obtained with the "California Critical Thinking Disposition Scale" and open-ended questions about "What is critical thinking" and "Why is critical thinking important". Parametric and non-parametric analysis methods were used in the analysis of the quantitative data obtained from the data collection tools that were transferred to the online environment and applied to the participants before and after the critical thinking course. The content analysis method was used to analyze qualitative data gathered via open-ended questions. As a result of the analyses conducted, it was determined that there was a significant difference between the pre-test and post-test in terms of the participants' critical thinking dispositions. It was determined that there were no significant gender or departmental differences in the participants' critical thinking dispositions. As a result of the content analysis carried out within the framework of open-ended questions, it was determined that there were differences in the views of senior university students towards critical thinking before and after the critical thinking course. Within the framework of the results, it was suggested that more activities and practices for critical thinking should be included in undergraduate courses.

Developing critical thinking disposition and emotional intelligence of nursing students: a longitudinal research

Aim: This study was conducted to determine the effects of free sessions with philosophical sessions on the epistemological beliefs, critical thinking disposition and metacognitive awareness of nursing students taking research course. Method: It was conducted using semi-experimental pretest-posttest design with 177 students. Ethical approval was taken. It used Epistemological Beliefs Scale, Metacognitive Awareness Inventory and Critical Thinking Disposition Scale. Research in Nursing course was implemented in a 10-week program as two hours of theory and two hours of practice. Results: It was found that the posttest Epistemological Beliefs Scale total score, Metacognitive Awareness Inventory total score and was Critical Thinking Disposition Scale total score were significantly higher than their respective pretest total scores (p=0.00). A significant positive relationship was found between the posttest score of Critical Thinking Disposition Scale and posttest score of Metacognitive Awareness Inventory (r=0.452, p=0.000). Conclusion and Suggestions: Free sessions with philosophical sessions were found to help students develop epistemological beliefs, metacognitive skills and critical thinking skills. It is recommended for nursing education to include free sessions in different course programs and to increase research on this subject.

BackgroundThe disposition to critical thinking equips students with the capacity for objective analysis, informed decision-making, and problem-solving. Furthermore, it enhances intellectual autonomy and adaptability within academic contexts.ObjectivesTo assess the psychometric properties of the Critical Thinking Disposition Scale in Peruvian adolescents.MethodologyThe psychometric adaptation process was implemented to evaluate the relevance, clarity, and comprehension of the items through expert judgment and pilot testing. Utilizing a sample of 499 students aged 10–17 years (M = 15.8, SD = 1.30), a confirmatory factor analysis (CFA) was conducted.ResultsThe scale demonstrated validity and reliability, yielding optimal fit and reliability indices that support its unidimensional structure.ConclusionThe validation of the Critical Thinking Disposition Scale in the Peruvian context provides a valuable instrument for assessing and fostering the propensity of Peruvian students to employ critical thinking skills, with implications for professional practice and educational policy. Furthermore, the study is significant because it shows that all factor values were greater than 0.40, which represents that the items contribute significantly to the evaluation of adolescents’ disposition to critical thinking.

Introduction &Objective: Critical thinking consists of mental processes such as reasoning, analysis, and evaluation. It is an objective super-thinking way open to self-correction and change. The main component of the current education methods is the acquisition of critical thinking. Simulated patient applications in medical education is an effective method that enables the student to acquire cognitive and psychomotor behaviors with active participation in the learning process. The aim of this study is to determine the change in the critical thinking tendencies of the third-year students of Akdeniz University Faculty of Medicine before and after simulated patient applications. Method: Third-year students of Akdeniz University Faculty of Medicine in the 2018-2019 academic year participated in the study. The students were asked to apply the Critical Thinking Disposition scale forms before the simulated patient applications. In the second stage of the study, the scale was reapplied to the students. The scale consists of 49 items. In our study, the results of the change between the first and the second applications of Critical Thinking Disposition scale were compared with the Paired Sample Test. Results &conclusion: A total of 345 students participated in the study. The mean score obtained from the Critical Thinking Disposition scale of the whole group was 191.63 (SD = 21.07) in the fall term and 193.69 (SD = 23.63) in the spring term. Although there was an increase in mean values of CTHD scale, the difference was not statistically significant (t(344)=-1.09, p = 0.277). The multidimensional nature of critical thinking skills and the need for continuity in order to keep this skill sharp are considered effective on this result. Different applications can be added to the training program to develop this skill.

Although much research acknowledges the positive contributions of CT dispositions to learning a foreign language, less scale development work has focused on the dispositions towards critical thinking of foreign language students in the Chinese language, leading to the limited availability of reliable and valid Chinese critical thinking disposition measurements in foreign language education. The current research aims to develop and validate the Chinese Critical Thinking Disposition Scale using Exploratory Factor Analysis and Confirmatory Factor Analysis (CFA) in two foreign language student samples from China. It filled the gap of limited reliable and valid Chinese scales assessing critical thinking disposition. A total of 538 (103 for EFA and 435 for CFA) foreign language students in China from Zaozhuang University and Jiangxi Normal University participated in the study. Results of the CFA confirmed a five-factor CHCTDS with 17 items on a seven-point Likert scale as an acceptable model fit for the data (χ2/df= 3.492, NFI= .911, CFI= .934, TLI= .918, IFI= .935, and RMSEA= .076) with good reliability and convergent as well as discriminant validity. The Cronbach’s α was .934 for the overall scale, and that of the five subscales ranged from .776 to .851. Therefore, the CHCTDS developed in this paper may be recommended as a valid Chinese scale measuring foreign language learners’ critical thinking dispositions. Still, it needs further validation among larger populations and across gender.