Development and Validation of the Student-Educator Negotiated Critical Thinking Dispositions Scale (SENCTDS)

Abstract

Although many conceptualisations of critical thinking (CT) exist, the vast majority acknowledge the importance of both skill-based and disposition-based components. There is, however, a notable lack of agreement regarding what constitutes CT dispositions and how best to approach the measurement of CT dispositions. The current study reports on the development and validation of a new Student-Educator Negotiated CT Dispositions scale (SENCTDS). Using collective intelligence methods for scale item generation and both exploratory and confirmatory factor analysis across two independent samples for factor structure identification, a six-factor CT disposition scale was developed. Convergent and predictive validity tests indicated relationships between CT dispositions and other constructs and outcomes, including Need for Cognition (NCS), Motivated Strategies for Learning (MSLQ), Real World Outcomes of Critical Thinking (RWO), and both conspiracy and paranormal beliefs. Given the limited availability of measures of CT dispositions, the development of the SENCTDS is a valuable contribution to the field, which may prove useful in future research that seeks to examine predictors and outcomes of both skill-based and disposition-based aspects of CT.