California Critical Thinking Disposition Inventory Research Articles

Contributions of Thinking Styles to Critical Thinking Dispositions

The main purpose of the author's research was to investigate whether thinking styles significantly contribute to critical thinking dispositions. Two samples of Chinese university students, one from Beijing and the other from Nanjing, participated in the study. The participants responded to the Thinking Styles Inventory (R. J. Sternberg & R. K. Wagner, 1992) based on Sternberg's theory of mental self-government and to the California Critical Thinking Disposition Inventory (P. Facione & N. Facione, 1992), which assessed the 7 dimensions of the critical thinking construct as defined in The Delphi Report (see P. Facione, N. Facione, & C. Giancarlo, 2001). Results from both samples supported the prediction that thinking styles statistically contribute to individual differences in critical thinking dispositions. These findings have implications not only for classroom instruction and assessment but also for academic and nonacademic program development.

Traditional and Novel Predictors of Classroom and Clerkship Success of Pharmacy Students

Objective. This study was designed to assess the extent to which 7 traditional and novel predictors contribute to overall pharmacy grade point average (pharmacy GPA), first through third year pharmacy GPA (1–3 year GPA), and clerkship GPA of pharmacy students. Methods. This investigation used a convenience sample and a blinded retrospective record review of the first 3 class years of Doctor of Pharmacy students at Shenandoah University's Bernard J. Dunn School of Pharmacy (Classes of 2000, 2001, and 2002). Results. Pharmacy College Admissions Test (PCAT) score, essay score, California Critical Thinking Dispositions Inventory (CCTDI) and Skills Test (CCTST) were all significant predictors of pharmacy GPA. PCAT and CCTDI contributed significantly to 1–3 GPA. Finally, only the CCTST proved to be a significant predictor of the clerkship GPA. Conclusion. This study corroborated previous studies by concluding that several traditional predictors of students' performance appear to significantly predict academic o...

Time and Performance on the California Critical Thinking Skills Test

The relationship between total scores on the California Critical Thinking Skills Test (CCTST) and the time taken to complete it was investigated in a sample of 16 high school seniors and 131 college undergraduates. Slower test takers obtained significantly higher scores. With performance on a proxy measure for general cognitive ability, the Raven Advanced Progressive Matrices - Set 2 (APM), as a covariate, slower CCTST test-taking time related to higher CCTST scores but not to higher scores on the California Critical Thinking Dispositions Inventory (CCTDI). Stepwise multiple regression analysis revealed that APMscores, CCTDIscores, and CCTST completion time explained 43%, 6%, and 3% of the independent variance in total CCTST scores. Implications of these findings for college instruction are discussed.

Longitudinal Assessment of Critical Thinking in Pharmacy Students

Objectives. The purpose of this study was to describe changes in critical thinking ability and disposition over a 4-year Doctor of Pharmacy curriculum. Methods. Two standardized tests, the California Critical Thinking Skills Test (CCTST) and California Critical Thinking Dispositions Inventory (CCTDI) were used to follow the development of critical thinking ability and disposition during a 4-year professional pharmacy program. The tests were given to all pharmacy students admitted to the PharmD program at the College of Pharmacy of North Dakota State University (NDSU) on the first day of classes, beginning in 1997, and repeated late in the spring semester each year thereafter. Results. Increases in CCTST scores were noted as students progressed through each year of the curriculum, with a 14% total increase by graduation (P< 0.001). That the increase was from a testing effect is unlikely because students who took a different version at graduation scored no differently than students who took the original ver...

The relationship of critical thinking skills and critical thinking dispositions of baccalaureate nursing students.

Critical thinking is essential to nursing practice; therefore, knowledge and understanding of nursing students' critical thinking skills (CTS) and related dispositions are important to nurse educators. This paper presents the results of a non-experimental study conducted in spring 1998, identifies implications for nurse educators, and offers recommendations for future research. The aim of the study was to investigate the CTS and critical thinking dispositions (CTD) of students enrolled in a 4-year baccalaureate programme at a university in Western Canada. The study used a cross-sectional design. Data collection occurred during regularly scheduled classes. A volunteer sample of 228 students from all 4 years of the baccalaureate programme completed a background/demographic questionnaire, the California Critical Thinking Skills Test, and the California Critical Thinking Disposition Inventory. The reliability of the test and inventory were established using the Kuder Richardson 20 and Cronbach Alpha respectively. Both descriptive and inferential statistical analyses were carried out. Critical thinking mean scores increased from years 1 to 4 with the exception of year 3. However, there was no statistically significant difference among the four student groups. Although differences in critical thinking disposition scores were not statistically significant, students' scores differed significantly on the systematicity subscale. There was a significant relationship between students' overall CTS and CTD scores. Approximately 38% of the students in the current study had adequate levels of CTS and 85.5% of the students had adequate levels of CTD. Results indicate a need for students' continued development in these areas. Dispositions are crucial to critical thinking; without them critical thinking does not happen or may be substandard.

Re-examining the factor structure of the California Critical Thinking Disposition Inventory.

This study re-examined the factor structure of the California Critical Thinking Disposition Inventory developed by Facione and colleagues. Analysis showed that the four factors had some cross-validity with four factors in Walsh and Hardy's 1997 study. The results suggest the possibility of developing a more efficient short version of the inventory and calls for further improvement.

Relationships among bilingualism, critical thinking ability, and critical thinking disposition.

Evidence exists supporting relationships between bilingualism and many cognitive factors. Research, however, has not been conducted to specifically examine the relationships among bilingualism, critical thinking ability, and critical thinking disposition of baccalaureate nursing students. This cross-sectional study used a pooled, within-bilingual, correlational design to examine such relationships. Specific research questions posed were: (1) is there a statistically significant curvilinear relationship between bilingualism and critical thinking ability, (2) is there a statistically significant curvilinear relationship between bilingualism and critical thinking disposition, and (3) is there a statistically significant relationship between critical thinking disposition and critical thinking ability? A convenience sample of nursing students (N = 111) was administered a French language Cloze Test (C-Test), an English language C-Test, as well as the California Critical Thinking Skills Test, and the California Critical Thinking Disposition Inventory. Multiple regression analysis was used to test the hypotheses. Findings failed to provide sufficient evidence to support the existence of a relationship between either bilingualism and critical thinking ability, or between critical thinking disposition and critical thinking ability. However, there was sufficient evidence to support the existence of a curvilinear relationship between bilingualism and critical thinking disposition. Implications for nursing education are presented.

An Analysis of Preservice Teachers' Dispositions Toward Critical Thinking: A cross-cultural perspective

This study examined and compared the critical thinking dispositions (CT) of 218 American and 234 Chinese preservice physical education teachers. All were juniors or seniors and enrolled in physical education secondary teaching methods classes at the time of the study. Results provided evidence of a positive endorsement toward CT by the American sample, and a slight resistance by the Chinese participants on two of the four subscales from the California Critical Thinking Dispositions Inventory (CCTDI). The American sample scored significantly higher on two of the four subscales. Some of the differences between the two populations may stem from the duality of individualism-collectivism represented in Western and Asian cultures, respectively. Similarities noted between the two populations in CT dispositions, however, appear to transcend cultural differences and may serve as the basis for future research.

Dispositions Toward Critical Thinking: The preservice teacher's perspective

This study examines the critical thinking (CT) dispositions of 202 preservice physical education students in the US. All were juniors or seniors and enrolled in physical education secondary teaching methods classes. Results provided evidence of a positive inclination toward CT on six of seven subscales and the total score of the California Critical Thinking Dispositions Inventory (CCTDI). When compared with other university populations, the preservice physical education sample generated higher scores than community college students, but were generally outscored by students from a private 4-year university cohort. Knowledge of the CCTDI data can be used to assist physical education teacher educators as they prepare teachers capable of fostering CT in their students.

Assessing the reliability and validity of the Chinese version of the California Critical Thinking Disposition Inventory

The purpose of this study was to: (1) translate the California Critical Thinking Disposition Inventory (CCTDI) from English to Chinese; (2) ascertain the reliability and validity of Chinese CCTDI; and (3) assess the psychometric equivalencies across Chinese and English versions of the CCTDI. The CCTDI was designed to measure critical thinking dispositions of truth-seeking, open-mindedness, analyticity, systematicity, inquisitiveness, self-confidence and maturity, which has been approved with a significant difference from prior conceptualizations of critical thinking dispositions. It is the only measurement that has been validated to measure critical thinking disposition and is appropriate for use in nursing. Based on translation theory, the comparative study goal precisely matched with the strategy of decentered translation. The CCTDI was translated in multiple stages and back translated by a panel of bilingual experts. Content validity index (CVI) ranged from 0.50 to 0.80, with an overall CVI of 0.85. Pearson r ranged from 0.33 to 0.79, with an overall correlation of 0.79, indicating that evidence for stability in truth-seeking, open-mindedness and self-confidence existed. To ascertain internal consistency reliability and construct validity, monolingual samples were obtained from 214 and 196 undergraduate nursing students from Taiwan and the USA, respectively. For the Chinese CCTDI, subscale alphas ranged from 0.34 to 0.73, with an overall alpha of 0.71. For the English CCTDI, subscale alphas ranging from 0.52 to 0.73 and an overall alpha of 0.71 were obtained. In terms of a confirmatory factor analysis with LInear Structural RELationships (LISREL), the results indicate that evidence for construct validity existed for truth-seeking, open-mindedness, systematicity, and maturity for the Chinese CCTDI. After allowing some error to exist and deleting three items, evidence for construct validity existed for the remaining subscales. The results of the psychometric equivalencies across Chinese and English CCTDI showed similarity for content validity and reliability for inquisitiveness. In terms of multisample analysis, there were equal forms across all subscales of the two versions. Consequently, although the translation adequacy of the Chinese CCTDI needs to be improved, there is evidence that it is useful for evaluating critical thinking dispositions.

Psychometric Properties of the California Critical Thinking Tests

The evaluation of critical thinking, as with any other measure, must employ instruments that meet appropriate psychometric standards. Therefore, the purpose of this study was to investigate the psychometric properties of the two California Critical Thinking Tests. Two samples of undergraduate students enrolled in a southern comprehensive university took the California Critical Thinking Skills Test (TST) and the California Critical Thinking Dispositions Inventory (TDI). A portion of the participants, who were nursing students, were retested on the TST and TDI two weeks after the initial testing. Some participants also completed the Watson-Glaser Critical Thinking Appraisal (WGCTA). In both samples the TST had neither sufficient psychometric properties to assess individual abilities nor sufficient stability reliability. In particular, the analysis subscale of the TST demonstrated exceptional weakness in all administrations. In contrast, the TDI demonstrated very good reliability estimates in all administrations of the test. The data did not conform to the subscale structure during factor analysis. Whereas the TST needs further refinement, the TDI demonstrated sufficient reliability for use in attitudinal research.

A Look Across Four Years at the Disposition Toward Critical Thinking Among Undergraduate Students

This article examines the critical thinking (CT) dispositions, as measured by the California Critical Thinking Disposition Inventory, of students at a four-year, private, liberal arts, comprehensive university. This paper follows up results first published in 1995. The present findings represent another snapshot of CT dispositions among students who participated in 1996 and during the original investigation in 1992. Longitudinal results about students tested as freshman in 1992 and again as seniors in 1996 are presented. Cross sectional results are reported as well. Questions explored include the relationship between the disposition toward critical thinking, as measured by the CCTDI, and students’ major, gender, class level, and grade point average.

Use of the Critical Thinking Disposition Inventory in critical care orientation.

In the current health care environment it is imperative that orientation programs be effective and efficient in the preparation of nurses entering critical care nursing. Institutions strive to develop orientation programs that use the least amount of resources necessary to achieve the desired outcome. The desired outcome of the critical care orientation process is for nurses to use critical thinking skills to make sound clinical judgments based on scientific knowledge of critical care nursing. Identifying areas of strengths and deficits in critical thinking could prove beneficial in assisting educators to individualize nursing orientation programs using critical thinking skills in practice. The purpose of this article is to describe a method used to measure nurses' dispositions toward critical thinking and the application of the California Critical Thinking Disposition Inventory (CCTDI) in critical care orientation programs.

Disposition towards critical thinking: a study of Chinese undergraduate nursing students.

The purpose of this study was to explore empirically whether undergraduate nursing students at a selected university in Hong Kong display a disposition towards critical thinking. The California Critical Thinking Dispositions Inventory (CCTDI) was used to measure the key theoretical aspects of the overall dispositional dimension of critical thinking. A cross-sectional descriptive design was used to examine 122 Chinese students who were completing their 1st, 2nd and 3rd year of a university baccalaureate nursing programme. In the majority of sub-scales of CCTDI, students showed a negative disposition towards critical thinking. A one-way ANOVA indicated that year 3 students scored significantly lower than their junior counterparts (P < 0. 001). Pearson product moment correlation coefficient yielded a significant positive relationship between critical thinking dispositions and term grade point average (P < 0.05). Consistent with the findings of western studies, the students scored lowest on the truth-seeking sub-scale and highest on the inquisitiveness. Discussion of the findings with regard to nursing education, curriculum and research is delineated.

The disposition toward critical thinking of high school and university science students: an interintra Israeli-Italian Study

The California Critical Thinking Disposition Inventory (CCTDI) was used to assess the disposition of Israeli and Italian high school and university science students toward critical thinking. The study sought to establish base-lines for these groups as well as quantifying the differences between two national populations. Significant differences between the Israeli and Italian high school science students in the total score and those of five subscales of the CCTDI have been found, the largest on the OpenMindedness and Self-Confidence subscales. The overall scores of high school and university science students on the CCTDI in both countries were essentially the same, with quite a similar pattern in the corresponding disposition profiles. Although the CCTDI can be reliably used for establishing base-line differences between science student populations, the effect of a specific approach to teaching (e.g. HOCS-orientation vs traditional) on the stability or change of this aspect of critical thinking remains an open question.

The Disposition of Eleventh-Grade Science Students Toward Critical Thinking

The California Critical Thinking Disposition Inventory (CCTDI) was used to assess the disposition of Israeli eleventh-grade science students toward critical thinking according to school type affiliate, scientific level, and gender. Our findings, strongly support (a) the establishment of a baseline reference for disposition toward critical thinking of high school science students; (b) the application of the CCTDI in the context of ongoing science education in different settings; and finally (c) the reliable use of the CCTDI in future research aiming at evaluating the effectiveness of critical thinking (CT) and higher-order cognitive skills (HOCS) oriented instructional goals.

Relationships between critical thinking dispositions and learning styles.

A mutually inclusive model directing the development of critical thinking includes facilitating critical thinking dispositions or affective attributes of individuals as well as their critical thinking skills. This inclusion takes into account personal and subjective ways of making meaning as part of the conceptualization of critical thinking. There is a gap in understanding the disposition dimensions of critical thinking among professional nursing students and how they may relate with other behavioral aspects. Many baccalaureate programs have been found to define and/or measure critical thinking as primarily cognitive in nature. Guided by this crucial omission of knowledge regarding critical thinking dispositions, this study addressed the following research questions: (1) What are the critical thinking dispositions and learning styles of baccalaureate nursing students? and (2) Are there correlations between critical thinking dispositions and learning modes? A descriptive, correlational study was conducted in which the California Critical Thinking Disposition Inventory and Kolb's Learning Style Inventory were administered to two convenience groups of senior-level nursing students (n = 100). Low critical thinking self-confidence mean scores for both groups were found. Other disposition scores that reflected weaknesses were analyticity, systematicity, and inquisitiveness. Strong disposition scores are described as are dominant learning styles. The Spearman Rank-Difference Correlation measurement indicated relationships between specific components of critical thinking dispositions and learning modes. Implications for nursing education are presented.

Developing Critical Thinking Skills in Food Systems Management Education: A Comparison of Traditional Lecture-Discussion Methods And Electronic Instructional Software

A project was funded to investigate ways to enhance critical thinking skills in dietetics education. As part of the project, dietetics and hospitality management students, who were enrolled in an advanced food systems management course, participated in a study to compare the effect of using a traditional classroom method and an electronic interactive instructional software method on students’ critical thinking skills.In three consecutive semesters, a total of 104 students were randomly assigned to either the “traditional” (lecture-discussion) treatment or the “on line” (electronic instructional software) treatment. Demographic data for major, gender, age, and cumulative grade point average were collected. The text, content of lectures, and student activities for each group were identical. To provide students with opportunities to develop and utilize critical thinking skills, class activities and assignments were developed according to critical thinking theory and literature. Critical thinking skills were measured using the California Critical Thinking Skills Test and the California Critical Thinking Disposition Inventory. These instruments allow for twelve dimensions of critical thinking to be investigated. Pre- and post- tests were also administered to measure food service management knowledge and attitude toward technology.The pre- and post- test results of critical thinking measurement are currently being statistically analyzed using the Student t-test and multivariate analysis to measure statistical differences in instructional delivery. The results of this project will be used to develop methods of incorporating critical thinking activities in food systems management curricula.

Dispositional differences in critical thinking related to gender and academic major.

Dispositional differences among several university majors and across gender were examined in this exploratory study, using Facione's California Critical Thinking Disposition Inventory. Participants were 334 baccalaureate undergraduates (121 males, 213 females) enrolled in majors classified as practice disciplines (i.e., nursing, education, business) and nonpractice disciplines (i.e., English, history, psychology). A MANCOVA with grade point average as a covariate was conducted for majors, indicating significant main effects for major. Highest scores generally were found in English, psychology, and nursing. When majors were grouped into practice and nonpractice disciplines, nonpractice had generally higher disposition scores, and female scores in both practice and nonpractice disciplines were higher than males on Open-Mindedness and Maturity.

Factor Structure Stability of the California Critical Thinking Disposition Inventory across Sex and Various Students' Majors

The factor structure of the 1992 California Critical Thinking Disposition Inventory and its stability across sex and different types of college majors were examined in this exploratory study. Participants were 499 undergraduate students (151 men, 342 women, missing data = 6) at a four-year mid-Atlantic public university, ranging in age from 18 to 54 years ( M = 23.3). Students were enrolled in majors classified as practice disciplines (nursing, education, and business) and nonpractice disciplines (English, history, and psychology). The inventory, a 75-item, forced-choice adjective checklist scale, yields seven subscores and a total score assessing the disposition toward critical thinking. Analysis indicated that, despite the small sample, the generated factor structure of the inventory was highly stable or similar for men and women for Factors I (Facione, et al. Truth-seeking) and II (Facione, et al. Open-mindedness) and was moderately stable for Factors IV (Facione, et al. Systematicity) and V (Facione, et al. Confidence). Factors III (Analyticity), VI (Inquisitiveness), and VII (Maturity) were not stable. For practice and nonpractice disciplines and for major, only Factor I was stable. The findings suggest further refinement of the inventory.