Effect Of Critical Thinking Research Articles

The Effect of Critical Thinking on Adolescent-Parent Career Congruence among Undergraduate Students in Taiwan: Friendship Quality as the Mediator

This research paper presents empirical evidence aimed at establishing a causal relationship between explicit critical thinking skills and adolescent-parent career congruence among undergraduate students. Additionally, it seeks to identify the mediating role of friendship quality in this relationship. The study employs structural equation modeling as a method to establish causality. The findings of this research have implications for educators and instructors in higher education, as well as career exploration consultants in schools. The study provides valuable evidence on the most effective approach to promoting adolescent-parent career congruence by utilizing critical thinking skills and fostering high-quality friendships.

Logistic Regression Analysis: Predicting the Effect of Critical Thinking and Experience Active Learning Models on Academic Performance

<p style="text-align: justify;">This study aims to analyse the relationship between critical thinking and the learning experience provided by instructors through active learning models, specifically Project-based Learning (PjBL) and Simulation-based Learning (SBL), to the potential achievement of academic performance in undergraduate students. The main analysis technique employed in this research was logistic regression, with additional analysis techniques including discriminant validity, EFA, as well as Kendall’s and Spearman’s correlation, serving as a robustness check. The results of this study indicate significant correlations and effects of critical thinking (CT) on academic performance. Higher levels of CT are associated with a greater likelihood of achieving academic excellence, as indicated by the cum laude distinction, compared to not attaining this distinction. Experiences of receiving PjBL (0.025; 6.816) and SBL (0.014; 14.35) predicted the potential for improving academic performance to reach cum laude recognition, relative to not achieving this distinction. Furthermore, other intercept factors need to be considered to achieve cum laude compared to not achieving cum laude. We recommend that policymakers in higher education, instructors, and others focus on enhancing critical thinking and utilizing both Pub and SBL as learning models to improve students’ academic performance.</p>

Empathy, Kindness, and Moderation are not Just Formalities in Science

Science is a systematic approach to building and organizing knowledge through testable explanations and predictions. However, since scientists are human beings, they are fallible and subject to various systematic and random biases. The COVID-19 pandemic has definitively unmasked the humanity of scientists, who committed severe communication mistakes or even adhered to conspiracy hypotheses. Indeed, emotionality and rationality (if not epistemic) can foster intellectual dishonesty and compromise the effectiveness of critical thinking. This highlights the importance of the context in which a scientist works, as politeness and respect are essential to maintain lucidity, credibility, and transparency. However, outside of the academic context, many scientists do not behave with the same level of courtesy and carefulness required in scientific publishing. This happens despite communication – which is crucial for scientific investigation, dissemination, and debunking campaigns – being scientifically based on compassion. Specifically, an effective communication plan should be tailored to a specific audience, taking into account their emotional state, cultural and social background, and cognitive and psychological characteristics. The sole purpose must be to help and not to manipulate. Therefore, empathy, kindness, and moderation are essential tools for the success of science, from research to communication and education, and awareness campaigns and training courses should be instituted to promote such a message.

Ortaokul Öğrencilerinin Problem Çözme Becerileri ile Eleştirel Düşünme Becerileri Arasındaki İlişki

In this study, it was aimed to examine the relationship between secondary school students' problem solving skills and critical thinking skills. 261 secondary school students were included in the study in which the relational survey model, one of the quantitative research methods, was used. “Problem Solving Inventory” and “Critical Thinking Tendency Scale” for secondary school students were used as data collection tools. In the analysis of the data, mean, percentage, frequency, correlation, regression and two-way analysis of variance were used. As a result of the research, it was determined that there is a positive and moderate relationship between the problem solving skills of secondary school students and their critical thinking skills, and that critical thinking skills have a predictive effect of 9.5% on their problem solving skills. There is a positive relationship between gender, grade level and school type variables on problem solving skills and critical thinking skills. In addition, it was determined that while the joint effect of critical thinking and gender was significant on the problem solving skills of secondary school students, the joint effect of critical thinking and grade levels was not significant, and the joint effect of critical thinking and school type was not significant.

Exploring Factors Influencing the Acceptance of E-Learning and Students’ Cooperation Skills in Higher Education

This study investigates the relationship between the behavioral intention to use e-learning and academic achievement, using self-determination theory (SDT) and critical thinking as one of the 21st century skills. This study also examines how the behavioral intention to use e-learning, which mediates the effects of 21st century skills such as logical thinking and perceived utility, promotes academic performance. The approach is based on structural equation modeling using partial least squares (PLS-SEM). A survey question on the idea of self-determination and critical thinking in the 21st century was given to 346 students at King Saud University as the main method of collecting data. The obtained outcomes of students’ perceived usefulness, critical thinking in the 21st-century skills, and behavioral intention to utilize e-learning indicate a positive effect on their academic achievement in higher education institutes, and all of the surveyed students were completely satisfied with the effect of critical thinking in the 21st-century skills on behavioral intention to use e-learning. This study indicates that self-determination theory and critical thinking in the 21st-century skills, as well as communication skills over e-learning systems, enhance the students learning activities and enable the sharing of knowledge, information, and discussions, and, hence, we recommend that students utilize e-learning systems at educational institutions throughout Saudi Arabia for the purpose of learning and that they should be encouraged to do so through lecturers at higher level education institutions.

Adapting or adopting? Critical thinking education in the East Asian cultural sphere: A systematic integrative review

Confucian culture influences the teaching effect of critical thinking (CT). Although education systems have taken measures to revise curricula and instruction, the lack of CT among students in some countries belonging to the East Asian cultural sphere is widely criticized, and it is generally believed that their education systems fail to develop CT skills in their students. Given these challenges, this study aims to analyze how the concept, assessment and instruction of CT has been included in education in these countries using an integrative systematic review. Based on a series of inclusion criteria, 62 articles were included, and their quantitative and qualitative characteristics were analyzed. Although cultural influence has been emphasized, researchers and educators generally adopt Western definitions of the concepts of CT without questioning their transferability. With regard to assessment, researchers rarely develop local instruments, and it is more common to adopt authoritative tools developed in Western countries without adaptation and without examining their reliability and validity. With regard to instruction, researchers rarely adapt teaching strategies based on local conditions, although culture and language affect teaching efficacy. The review provides a critical analysis of the contextualization of CT in the literature and outlines new directions for interested researchers and educators in the field of CT teaching.

The Effects of Critical Thinking on Reading Comprehension of English Majored University Students

The Effects of Critical Thinking on Reading Comprehension of English Majored University Students

BOOKLET DEVELOPED TO MAXIMIZE MATHEMATICS LEARNING

Booklet media as a development product to learn mathematics independently in order to improve student learning outcomes. The research method used is Research and Development (R&D) using the ADDIE model with the One Group Pretest Postest Design approach. The results showed that: 1) three media expert validators, three linguist validators and three material expert validators by 85% with very valid categories. 2) 10 samples in the reliability test on chronbach's alpha table, namely 0.716>0.60 with specifications suitable for use and student response to the distribution of questionnaires 92.7% with practical and effective specifications in terms of appearance. 3) the application of booklet media was analyzed using pretest questions through a homogeneity test of 0.457>0.05 which means homogeneous and a reliability test of kolmogorov smirnov of 0.962>0.05 with normal distribution and can be applied in class 5. 4) measuring the effectiveness of booklet media development through paired sample t-test with spss, namely 0.00<0.05 so that there is an influence on the effectiveness of critical thinking.

The Effect of Critical Thinking on Translation Technology Competence Among College Students: The Chain Mediating Role of Academic Self-Efficacy and Cultural Intelligence

It is increasingly essential for translators to possess a high level of technological proficiency to succeed in their work, as technology is becoming an integral part and common practice of the translation industry. Several previous studies found that critical thinking, academic self-efficacy, and cultural intelligence independently influenced the translation competence of college students. However, the underlying psychological mechanism through which these salient factors affect student translators' technology competence has not been fully explored. Therefore, this research sought to examine the systematic interactions between critical thinking, academic self-efficacy, cultural intelligence, and translation technology competence among college students. This study adopted an empirical approach to collect data from 663 seniors from 7 colleges in China. The questionnaires of the Critical Thinking Disposition Scale (CTDS), General Academic Self-Efficacy Scale (GASE), Short Form measure of Cultural Intelligence (SFCQ), and Translation Technology Competence Scale (TTCS) were used for the online survey. The quantitative data were investigated by employing descriptive statistics with SPSS 27, covariance-based structural equation modelling with AMOS 24 to test the proposed hypotheses by assessing relationships between observed and latent variables, and bootstrap method with PROCESS 3.5 to examine the mediating effects. Critical thinking, academic self-efficacy, and cultural intelligence were significant predictors of students' translation technology competence. Additionally, academic self-efficacy and cultural intelligence acted as independent and chain mediators in the relationship between critical thinking and student translators' technology competence. The findings provide valuable insight into how psychological factors, including critical thinking, academic self-efficacy, and cultural intelligence, can impact students' competence in translation technology. This study contributes to future research and practices that seek to understand how these psychological factors can be leveraged to promote students' success in translation technologies.

The mediating effect of critical thinking between interest in learning and caring among nursing students: a cross-sectional study

BackgroundPrevious studies have explored the influence of interest in learning on caring and critical thinking, as well as the relationship between caring and critical thinking. However, the mediating effect of critical thinking in interest learning and caring among nursing students has not been clarified.MethodsNursing students who enrolled for the 2021/2022 academic year in diploma, undergraduate, or graduate programs in five provinces of China (Guangdong, Sichuan, Jiangsu, Hunan and Macao). An online survey with a convenience sampling method was employed to collect data. The questionnaires were administered to 692 participants between January 20 and 26, 2022. Amos 26.0 was employed to establish the structural equation modelling and analyze the mediating effect of critical thinking on interest in learning and caring.ResultsThe first regression equation showed that interest in learning significantly influenced caring (β = 0.339, p < 0.001). The third regression equation showed that critical thinking significantly influenced caring (β = 0.494, p < 0.001). The effect of interest in learning on caring was less in the third equation than in the first equation (β = 0.154 vs β = 0.339), which indicates partial mediation. Furthermore, interest in learning had an indirect positive effect (β = 0.186, p < 0.001) on caring mediated by critical thinking, with 95% confidence interval of 0.142 to 0.233.ConclusionsCritical thinking was a significant mediator of the relationship between interest in learning and caring. It is suggested that nursing colleges and instructors should take into account students’ interest in learning and critical thinking as potential intervention elements to enhance caring.

Teaching bioengineering using a blended online teaching and learning strategy: a new pedagogy for adapting classrooms in developing countries.

Research and academia have been recently affected by the Coronavirus (COVID-19), and physical classrooms and laboratory experiments have been affected significantly due to the recent laboratory closures. This has led to innovative approaches to curb this problem. To address these difficulties in teaching bioengineering related courses that is of significant interest to students of the Faculty of Engineering in Ahmadu Bello University, Zaria, Nigeria, and of course, useful for engineering-based higher education institutions (HEI), a transitional pedagogy: Communicate, Active, Collaborate, Problem-based Solving, Learning and Assessment (CACPLA), which encompasses blended learning, was developed as a new teaching and learning strategy. In this study, we show that this new strategy can initiate a steady transition from physical classrooms to full online instruction for some subjects in engineering. This method has been trialled as an exercise for a module as part of an envisioned biomedical engineering degree programme which can be integrated with local industries and research institutions in sub-Saharan Africa. The teaching materials and environment were carefully designed and 253 students of third and final year classes participated as the experimental group. Also, the effect of critical thinking, pre-lecture, and post lecture on the overall performance of the students was assessed. Two questionnaires were designed for data collection, (a) for technical questions, (b) for receptiveness. The result of a student survey suggests favourable reception of the teaching methodology, which aided their understanding of the general bioengineering concept as applied to the materials chemistry and mechanical measurements context. It was noticed that 80% of the students indicated that the blended learning method was sufficient in achieving the learning outcomes of the study. The method is envisioned as a useful and sustainable complement to traditional teaching pedagogies and workshops due to the convenience and relatively high accessibility to Zoom and Google Meet Apps which can be readily employed without incurring significant costs.

The Absence of Critical Thinking Skills and its Effects. Case Study: Vaccine Hesitation

The aim of this article is to estimate the relevance of developing a public policy aimed at increasing the importance of critical thinking skills among pupils, students and citizens in general, using the problem of vaccination as a reference. I thus aim to contribute to the possibility of identifying solutions designed to increase the impact of educational activities for the creation of critical thinking skills. Because perhaps the most important cognitive problem in this context is the decision to vaccinate against SARS-CoV-2, I use the report on the vaccination problem as a context for assessing the effectiveness of critical thinking, trying to test the hypothesis of reducing vaccine hesitation by using critical thinking. The case study on vaccine hesitation considers the use of the attitude towards vaccination as a potential revealer of critical thinking skills, contributing for the identification of both problems and solutions to remedy them. Critical reflection on critical thinking implies the possibility of being aware of its specific limits. I approach some of the problems of defining critical thinking by suggesting in this way some risks aimed at its use for ideological purposes. I indicate the specific limits of the deficit model, thus contributing to the shaking of common places in the field of causal explanation for vaccine hesitation. I systematize the cognitive errors according to some specific causes and types of solving the existing problems in the specialized literature, thus generating a relevant frame of reference for the debates regarding the public policies in the area.

Learning Physics Using Search, Solve, Create, Share and Preview, Question, Read, Reflect, Recite, Review Models Analyzed from Critical Thinking and Problem-solving Skills on Student Learning Outcomes

Problem in this research is students’ critical thinking and problem solving skills on learning physics still in low category. The aim of this research is to determine the effect of applying SSCS and PQ4R models, the effect of critical thinking and problem solving skills and their interactions on student learning outcomes. The research used an experimental method and a scientific approach with the research population of all students of class XI IPA SMAN 1 Karanganyar in the 2021/2022. The research sample was determined by cluster random sampling. The experimental class 1 is class XI IPA3 with SSCS model, while experimental class 2 is class XI IPA4 with PQ4R model. The data collection technique used the test method for student learning outcomes data while the questionnaire method for data on students' critical thinking skills and problem solving skills. The data analysis technique used the Anova test. The results concluded that (1) there is a difference in learning outcomes between students who apply SSCS and PQ4R models, learning outcomes where high critical thinking and problem solving student have better outcome than the low one, (2) there is an interaction between learning models, critical thinking and problem solving skills on student learning outcomes.

How to teach critical thinking: an experimental study with three different approaches.

The aim of this study was to examine the effects of critical thinking (CT) teaching involving general, immersion, and mixed approaches on the CT skills and dispositions of high-school students. The study, which had three experimental groups (EG) and one control group, employed a pretest–posttest control-group quasi-experimental design. CT teaching was initiated with a general approach in EG I, an immersion approach in EG II, and a mixed approach in EG III. The Critical Thinking Skill Test and UF/EMI Critical Thinking Disposition Instrument were used to collect the data. General, immersion, and mixed approaches improved CT skills and dispositions, with a large effect size for the improvement of CT skills. CT teaching with general, immersion, and mixed approaches had large, moderate, and small effects, respectively, on improving CT dispositions. In terms of improving CT skills and dispositions, the most effective approach, respectively, was the general, mixed, and immersion approach.

An extended health belief model for COVID-19: understanding the media-based processes leading to social distancing and panic buying.

Building on the health belief model (HBM), this research tests, over six months, how the exposure to COVID-related information in the media affects fear, which in turn conditions beliefs about the severity of the virus, susceptibility of getting the virus, and benefits of safety measures. These health beliefs ultimately lead to social distancing and panic buying. As a first contribution, we find that fear is not directly triggered by the objective severity of a crisis, but rather formed over time by the way individuals are exposed to media. Second, we show that fear affects behaviors through the components of the HBM which relate to the risks/benefits of a situation. Last, we find that critical thinking about media content amplifies the “adaptive” responses of our model (e.g., health beliefs, social distancing) and reduces its “maladaptive” responses (e.g., panic buying). Interestingly, we note that the beneficial effect of critical thinking about media content disappears as the level of fear increases over time. The implications of these findings for policymakers, media companies, and theory are further discussed.Supplementary InformationThe online version contains supplementary material available at 10.1007/s11747-022-00865-8.

The Role of Literature in Boosting EFL University Students’ Critical Thinking: Case of First-year Students in Algeria

The integration of critical thinking within the learning process is considered a crucial indicator of education’s quality. Nevertheless, with the reforms introduced in higher education, less importance was given to this skill; consequently, most Algerian EFL learners cannot think critically and creatively. To fill the gap, this study suggests using literature as a bridge between the teaching of the foreign language and the enhancement of learners’ critical thinking abilities. The research also proposes strategies and approaches to motivate students to use their critical thinking skills in literature class. To this end, the researcher raised the following research question: How do we enhance learners’ critical thinking abilities while teaching literature? And what strategies and approaches to adopt to motivate students using their critical thinking abilities within a literature class? The researcher adopted semi-structured interviews with teachers and classroom observations as instruments to collect necessary data. The participants are EFL university teachers and first-year students of different genders from the department of English language at the University of Dr. Moulay Tahar, Saida (Algeria). Obtained results show positive feedback from the students towards the critical thinking approaches used by the teacher-researcher in literature class. It also revealed that teachers are aware of the effectiveness of critical thinking when teaching literature to improve the learners’ proficiency in English as a foreign language and enhance their critical thinking abilities. This study recommended using high order of thinking as a strategy when teaching literature. Keywords: Algeria University, critical thinking, EFL learners at Saida University, high-order thinking, literature teaching

Effect of Critical Thinking on Reading Skills of Student Teachers at University Level

The current study investigated the effectiveness of critical thinking teaching intervention on developing the receptive and productive skills of the students studying at university level. Both kind of skills are highly valued and expected from the students at university level. The receptive skills refer to listening and reading while productive skills are speaking and writing. The main objectives of the study was to find effect of ‘critical thinking’ as an intervention on receptive skills as well as on productive skills of students at university level. As well, it was to compare their performance before and after critical thinking intervention. Similarly, experiences with respect to critical thinking were also targeted to be found out. The study used quasi-experimental design due to its suitability in the given circumstances. The population of the study comprised of students from BEd (Hons) program. Due to small size, all the students of BEd (Hons) studying in second semester were taken as sample using total population sampling technique. A critical thinking model was adopted for the intervention purpose in the subject of Communication Skills in BEd program of education department in university of Haripur. The intervention continued for the period of eight weeks. The receptive (reading) and productive (writing) were measured through standardized pretest and posttest. As follow-up, to describe students' experiences, motivated learning strategies questionnaire (MLSQ) and critical thinking questionnaire (CTQ) were used to strengthen the results obtained from the intervention. The data were analyzed through ‘t-test’, ‘mean score’, ‘standard deviation’ and ‘percentages’. The results of the study showed better performance in reading and writing skills of the students at university level. It was recommended to train teachers in areas relevant to critical thinking in order to make them better teach their students in terms of critical thinking. Further researches should be carried out in different disciplines.

The Effect of Critical Thinking on Social Media Use, Tolerance, and Self-Assessment of Adolescents in Tulungagung, Indonesia

This study aims to examine and measure the influence of the effect of critical thinking on the use of social media, tolerance, and self-assessment of adolescents at school. Critical thinking has become a necessity for everyone in the era of the digitalization of technology. In dealing with the problems of adolescent life, critical thinking is one of the bases for taking action. Everyday teenagers are faced with very complex problems, such as addiction to the use of social media, lack of tolerance, and inaccurate self-assessment. Lack of literature that discusses the importance of critical thinking in dealing with these problems, researchers are interested in examining the effect of critical thinking on the use of social media, tolerance, and self-assessment of adolescents. This research was a quantitative method, by taking 206 adolescents aged 17-18 years as the research sample. The Statistical Package for the Social Sciences (SPSS) 25 software was used to conduct a one-way Multivariate Analysis of Variance (MANOVA) to determine the difference in effect on the dependent variable showing that there is an effect of critical thinking on the use of social media, tolerance, and self-assessment of adolescents. A percentage of the influence of critical thinking on self-assessment is higher than the use of social media or tolerance. Critical thinking and self-assessment have a very close relationship, so they have a higher influence. It turns out that critical thinking has a major influence on adolescent self-assessment, which is followed by the use of social media and a tolerant attitude. This research is expected to reinforce the importance of critical thinking in adolescents at schools.

Perioperative Infection Prevention Beyond COVID‐19

Perioperative Infection Prevention Beyond COVID‐19

The Effects of Grammar Mastery and Critical Thinking on Students’ Speaking Skill

The purpose of the research is to obtain empirical data and analyze about whether or not there are the effects of grammar mastery and critical thinking on students’ speaking skill. The reseach was conducted at the state senior high school in Serang. The research method was survey with multiple-correlation technique. 80 students out of the state senior high school, grade X were chosen to be samples. Data collections include 1 questionnaire and 2 multiple-choice tests. The scale used for questionnaire was Likert Scale. The validity was calculated by using Person-Product Moment, and reliability obtained from Cronbach Alpha is 0.713. Research findings show three points. Firstly, there are significant effects of grammar mastery and critical thinking towards students’ speaking skill where multiple-correlation coefficient (R) is 0.696 in significance grade 5% ( = 0,05) further Fobserved is higher than Ftable (36.202 &gt; 2.735). Secondly, there was a significant effect of grammar mastery and students’ speaking skill even though the effect is slightly weak where ry1 is 0.365, tobserved=3.725&gt;ttable=1.994 with Sig score is lower than significance grade (0.000 &lt; 0.05). Thirdly, there is a significant effect of critical thinking and students’ speaking skill where ry2 is 0.626, tobserved=7.242&gt;ttable=1.994 with Sig score lower than the significance value (0.000 &lt; 0.05).