Influence Of Critical Thinking Research Articles

Analysis of the contribution of critical thinking and psychological well-being to academic performance

This study examines the influence of critical thinking and psychological well-being on the academic performance of first-year college students. It emphasizes the importance of a model of psychological well-being focused on self-acceptance, environmental mastery and purpose in life, along with a critical thinking approach oriented to problem solving and decision making. A total of 128 first-year psychology students from a Spanish public university participated, assessed by means of Ryff’s psychological well-being scale (PWBS) and the PENCRISAL critical thinking test, complemented with grades obtained in a critical thinking course. The results show positive correlations between psychological well-being, critical thinking and academic performance, with a stronger relationship between critical thinking and academic performance. However, psychological well-being also plays a significant role in academic performance. The findings highlight the need for holistic pedagogical approaches that combine cognitive skills and personal development to enhance first-year students’ learning.

The Influence of Creative Problem-Solving on the Longevity of Small and Medium Enterprises

This research modeled the influence of critical thinking, creative thinking, organizational innovativeness, creative problem-solving abilities (CPS), and internal business performance factors on the longevity of small and medium enterprises. A total of 105 manufacturing and 99 construction small and medium enterprises (SMEs) were compared using a survey. Inferences were drawn using structural equation modeling. Confirmatory factor analysis revealed that latent variables within the creative problem-solving model overall demonstrated moderate ability to predict longevity. However, the creative problem-solving structural equation models for both sectors showed that creative thinking strongly increased critical thinking, which increased SMEs’ longevity. For the manufacturing sample, creative thinking also increased organizational innovation, which increased longevity. The stronger manufacturing sector also demonstrated more significant paths and larger beta coefficients overall. Respecifying the structural model by introducing the business performance measure increased the size of the model coefficients. Creative problem solving, however, only exerted a weak direct influence on longevity for both sectors. Creative thinking skills strengthened critical thinking, which in turn increased the longevity of SMEs. More emphasis on creative thinking could also improve innovation skills and longevity. Better creative thinking could also improve creative problem solving. Optimizing business performance factors (sales growth, after-tax return on assets, profits after tax, market share, liquidity, customer loyalty, and image) appeared necessary for this process to be most effective. SME managers need creative thinking, critical thinking, innovative thinking, and creative problem-solving abilities. Identifying such creative problem-solving skills and leveraging them can enhance the competitive performance and longevity of individual SMEs.

The effects of implicit CT training on EFL learners’ L2 writing performance

This paper investigates the influence of critical thinking (CT) training on the development of second language (L2) writing skill of EFL learners. For the study, the researchers employed an infusion approach to CT training with an effort to teach CT implicitly and compared its influence with a no-CT training condition. Though explicit CT instructions have been investigated by previous studies, no study has employed an implicit approach to CT in L2 writing through one-to-one feedback sessions. The participants were B1+ EFL learners (n=12) enrolled in the preparatory program of an EMI state university in Türkiye. The results indicated no significant difference in the CT integration into L2 writing performance of the participants in the experimental group. Yet, the interviews conducted with the experimental group participants indicated a higher awareness of the concept of CT in L2 writing for these participants in comparison to their peers from the control group. Thus, this paper suggests that though CT treatment given to EFL learners yield positive results in rising EFL learners’ awareness of CT concept in L2 writing, longer-term instructional methods that give explicit training on CT are needed for helping learners to internalize and apply CT in their L2 writing.

RETRACTED: Critical thinking of a translator: Expanding the practice of using and editing machine translation

• A correlation between critical thinking and post-editing errors was shown. • The availability of machine translation allows translators to use its capabilities,. • Computer programs are constantly being improved. The availability of machine translation allows both non-professionals and professional translators to use its capabilities, who use computer translation as a basis, and then analyze the resulting text and creatively process it in order to bring it as close to the original as possible. The aim of the present research is to study the influence of critical thinking on the quality of machine translation post-editing. The research was conducted at the College of College of Foreign Languages and Zhoukou Normal University and [BLINDED] University. The primary sample of respondents, heterogeneous in terms of age, gender, race, and ethnicity, was formed from 246 professional translators for whom the native language was Chinese. After determining the level of critical thinking using the Watson-Glaser Critical Thinking Test in the 2011 modification and the Critical Thinking Assessment Test (CAT), two experimental groups of respondents were formed: with high and low levels of critical thinking. These groups were provided with the same standardized texts for translation, using the same set of software tools, and subsequent editing. The translation results were evaluated by 12 experts with over 20 years of experience in translation. Errors were divided into groups: syntactic, lexical, grammatical, stylistic. The number of errors of each type and the average number of detected errors for each translator were estimated. The results obtained were compared using the Student's t -test using the Excel program and an online calculator. As a result of the study, the null hypothesis about no influence of a translator's critical thinking level on translation quality was refuted, and a direct significant correlation between a high level of critical thinking and a smaller number of post-editing errors was shown. It seems important to conduct further research to determine the influence of a translator's critical thinking, language proficiency, and experience on translation quality, since in this study, translators’ length of service and the level of language proficiency were not taken into account. The development of critical thinking as a key competence ensures that informed decisions are made that affect the quality of machine translation post-editing. Practical significance of the study is based on the opportunity to use of the proposed technique to study the influence of other types of translation on the formation of critical thinking of the translator. The further research can be based on the determination the influence of critical thinking, language proficiency, and experience of a translator on translation quality, since in this study the length of service and language proficiency of translators were not taken into account.

The Influence of Critical Thinking, Learning Discipline and Learning Independence on the Problem Solving Ability of Faculty of Economic Students

This study aims to determine how the influence of Critical Thinking, Discipline Learning, and Learning Independence on Students' Problem Solving Ability. This research uses quantitative research methods. Data collection techniques using a questionnaire or questionnaire. The sample in this study was 100 respondents from the research object under study were students of the faculty of economics, Jakarta State University class 2018. Data were analyzed using IBM SPSS Statistics. Each of the independent variables can certainly influence the dependent variable so that there is a positive correlation to the hypotheses H1, H2 and H3 in this study, which means that the hypothesis is accepted. All independent variables studied, namely Critical Thinking, Discipline Learning and Learning Independence can affect one dependent variable studied, namely Student Problem Solving Ability with a significance value of 0.000 F table 2.70. Then H4 in this study is also accepted with the percentage of influence of the three independent variables on the dependent variable is 94.6%.

Influence of Critical Thinking and Empathy on Resilience of Senior Nursing Students

Influence of Critical Thinking and Empathy on Resilience of Senior Nursing Students

Development Of History Interactive Learning Media Through Ludo Teaching To Improve Student's Critical Thinking

<p>The teaching and learning process is a communication process that undergoes and changes to develop an interactive-based learning model, with the use of learning media being part of learning resources which is a combination of software (learning materials) and hardware (learning tools). Media can foster positive attitudes in students and transform the role of teachers in a more positive and productive direction. According to Reigeluth (1999), in supporting the learning process there are three learning variables, namely variables of learning conditions, methods, and variables of learning outcomes. Knowledge in historical teaching materials to Vocational Middle School Students, a teacher not only teaches theory but also through practice, like playing Ludo games. By learning to use game teaching, ludo in history learning can be a capital for teachers to act as an evaluation stage in measuring students' ability to be able to improve their thinking power through HOTS questions. The need to increase critical thinking in students, because of the enormous influence of critical thinking in improving student learning so that the results are good and following what is expected by teachers in schools. Bayer (1995), “Reasonable critical thinking.” Critical thinking is useful for studying the validity of the form (statements, ideas, arguments, research, etc.).</p>

A New Perspective on Adoption: Delivering Water Conservation Extension Programming to Nursery and Greenhouse Growers

Extension professionals help important agricultural sectors across the country resolve challenges using science-based practices that enhance environmental and social wellbeing while supporting businesses. Nursery and greenhouse growers comprise one of the largest sectors of U.S. agriculture, and this group is challenged to conserve water without compromising their economic viability. While Extension professionals educate and support nursery and greenhouse growers, there is a deficiency of research on adoption processes within this sector. To better understand this important Extension audience, this research examined the influence of critical thinking and problem-solving style on perceived characteristics of water conservation technologies and in turn the perceived characteristics relationship with their implementation. A route to adoption was established to inform effective Extension activities that promote water conservation. Problem-solving style predicts trialability while critical thinking style predicts none of the five characteristics of innovations. Of the five characteristics of water conservation innovations, relative advantage, trialability, and observability play a role in nursery and greenhouse growers’ implementation, and implementation does influence adoption. When designing water conservation programs for nursery and greenhouse growers, Extension professionals should consider participants’ problem-solving style and incorporate strategies to increase trialability, relative advantage, and observability.

An Investigation Link between Critical Thinking and Reading Comprehension: A case of A Madrasah in Lubuk Linggau, South Sumatera

The aims of the study were to find out (1) whether critical thinking had any significant correlation to reading comprehension of English Education Study Program Students at one of Madrasahs in Lubuk Linggau, South Sumatera; and (2) whether critical thinking significantly influenced their reading comprehension. The study was in the form of correlational research method. The population of the study was 636 active EFL students. By using purposive sampling technique, there were 108 students involved as participants in this research. The instruments, both critical thinking test and reading comprehension test, were analyzed in order to gain the data of the study. To find out whether critical thinking of students, as a whole, had any correlation with students' reading comprehension achievement or not, Pearson-Product Moment Correlation Coefficient was applied. Besides, to answer the second research problem, to find the significant influence of critical thinking, the coefficient determination (R Square) was applied. From the data analysis, it was found that there was significant correlation between students’ critical thinking and their reading comprehension since the p-value was (0.020) was less than significance value (0.020 < 0.005). In addition, to know the percentage of critical thinking skill influence on reading comprehension, R-square was obtained. The students’ critical thinking skill gave significant effect with 48.4% contribution towards reading comprehension. In short, critical thinking had relation to reading comprehension of the students of one of Madrasahs in Lubuk Linggau, South Sumatera.

Вплив критичного мислення на становлення «Я-концепції» майбутнього офіцера

Вплив критичного мислення на становлення «Я-концепції» майбутнього офіцера

ANALISIS BERPIKIR KRITIS MATEMATIKADALAM MENYELESAIKAN SOAL MATEMATIKA BAGI SISWA DENGAN KEMAMPUAN RENDAH MELALUI METODE REWARD AND PUNISHMENT DI SMA NEGERI 1 BATANG ANGKOLA

Abstract This study aims to determine: the influence of students' mathematical critical thinking analysis in solving mathematical problems through the reward and punishment method in SMA Negeri 1 Batang Angkola. The type of research used is quasi-experiment with pre-test-post-test control group design. The population in this study consisted of all class X students of SMA Negeri 1 Batang Angkola, while the sample consisted of 20 students in class X-1 as an experimental class and 20 students in class X-2 as a control class. Sampling is done through purpose sampling technique. The research instrument used was a test of students' mathematical critical thinking skills. Statistical hypothesis testing in this study used the t test. The effect of the ability of mathematical critical thinking students who get learning with reward and punishment learning is higher than students who get regular learning. With the results of the calculation obtained, then t count = 1.85 and at the level of α = 0.05 and dk = 20 + 20 - 2 = 38 then obtained t table = 1.54. Thus it is concluded that tcount> t table or 1.85> 1.54, so Ha is accepted and H0 is rejected. This shows that students' critical mathematical thinking is good enough. With reward and punishment learning makes students more active, enthusiastic and independent. This means that the influence of critical thinking in mathematics mathematics learning of students towards reward and punishment learning is better than students' critical thinking of mathematics by using ordinary learning in class X of SMA Negeri 1 Batang Angkola. Keywords: Critical Thinking, Reward and Punishment, Mathematical Problems

Self-regulated learning and critical reflection in an e-learning on patient safety for third-year medical students

ObjectivesTo explore the influence of critical thinking, self-regulated learning and system usability on the acceptance of e-learning on patient safety. MethodsA cross-sectional study was conducted, using a 32-question online survey. One hundred ninety-three (n=193 medical students participated in the study and were asked to rate levels of reflective thinking, self-regulated learning and attitudes towards patient safety using scales from the Questionnaire for Reflective Thinking, the Attitudes to Patient Safety Questionnaire and the System Usability Scale. Differences between reflection levels were calculated using paired t-tests, associations between critical thinking and self-regulated learning were calculated using linear correlations. We performed linear multiple regression analysis to identify predictors for student acceptance of the e-learning. ResultsStudents (n=193) engaged in intermediate levels of reflection (5-point Likert, M=3.62, SD=0.73) and significantly (t(143)=15.15, p<0.001, d=1.57) lower levels (M=2.35, SD=0.87) of critical reflection. Most students showed high (≥ 4; 44.1%) or intermediate (<4 level > 2; 29.4 %) levels of self-regulated learning. A regression model indicated that 5 predictors (Reflection, critical reflection, self-regulated learning, relevance, usability) explained 65.3% of the variance (R²=0.653, F(5, 96)=39.02, p<0.01) of perceived total quality. ConclusionsThis study shows that reflection and learning skills are important factors for e-learning acceptance, but perceived relevance and system usability play a more important role. From a didactic perspective, it is indispensable to provide the students with sufficient examples and links to professional practice to enhance the perception of relevance and to improve system usability permanently.

Influence of Critical Thinking on Creativity When Using Mobile Devices for Learning

Learning using 1:1 mobile devices is a partnership between the user and the curriculum, where learning interventions are strategically integrated to foster critical thinking skills for effective problem solving. The purpose of this research study is to explore the question. How can 1:1 mobile technology be used to develop critical thinking skills and support creativity? The skill of problem solving is evidence of applied critical thinking during targeted learning. The literature review and focus group results, contextualise and aim to demonstrate how learners are using 1:1 mobile devices to develop critical thinking skills to achieve problem solving outcomes. Engineering courses that are using problem orientated design-based learning and are allowing students to use 1:1 mobile devices, need to support students by including targeted learning interventions. Learning interventions using active learning (self-directed learning) principles that are designed to teach critical thinking skills to achieve higher order problem solving outcomes for ‘real world’ solutions. Focus group results are included in this research study to highlight students’ perceptions when using 1:1 mobile devices for learning as evidence of applied critical thinking skills.

The Influence of Critical Thinking on Elementary School Students' Multicultural Acceptability

The Influence of Critical Thinking on Elementary School Students' Multicultural Acceptability

PENGARUH MOTIVASI BELAJAR, SELF CONTROL DAN CRITICAL THINKING TERHADAP PRESTASI BELAJAR MAHASISWA PRODI PENDIDIKAN EKONOMI STKIP PGRI SITUBONDO

Learning achievement is one of the benchmarks of student ability. in this case affecting the learning achievement there are two external and internal. In this case the data obtained will be low while the liveliness of PGRI Situbondo STKIP students in the classroom as well as the development of data of graduates decreased levels of GPA. The purpose of this research that determines the effect of learning motivation, self-control and Critical Thinking on student achievement, economic education STKIP PGRI Situbondo. This research study Associative manifold with the causal relationship is causal with a quantitative approach. This study population is students of economics education study program STKIP PGRI force situbondo 2012, 2013, 2014, amounting to 210 students. Data collection method in this research is the method enclosed questionnaire that supported an open questionnaire on 138 samples. The test results indicate there are significant learning motivation on learning achievement, there is a self-control influence on learning achievement, and there is the influence of Critical Thinking on learning achievement. While simultaneously there are significant learning motivation, self-control and Critical Thinking on student achievement Prodi Economic Education STKIP PGRI Situbondo.

Influence of Critical Thinking, Creative Thinking and Project Manager's Skills on Project Performance A Conceptual Paper

Project management is a challenging profession as project managers need to be multi-skilled i.e. in both technical and people oriented skills. Technical skills are normally associate with science or critical thinking skills whereas people oriented skills are associate with arts or creative thinking skills. It is unclear how critical and creative thinking skills can help project managers in their skills to achieve positive project performance which is the objective of this study. In this study, research questions, conceptual framework and hypotheses are derived based on literature reviewed. Research method inclusive sampled survey questionnaire as well as research contributions are also included.

Investigating the synergy of critical thinking and creative thinking in the course of integrated activity in Taiwan

The relationship lying between critical thinking and creative thinking is opposite or complementary, results of previous relevant researches have not yet concluded. However, most of researches put the effort to compare the respective effect of the thinking methods, either the teaching of creative thinking or that of critical thinking. Less of them showed the interest to investigate the combined effect of these two thinking skills teaching, especially its synergy. Therefore, present study aimed to discuss the synergy of critical thinking and creative thinking, and investigated the joined effect of these two methods of thinking in the courses of ‘Integrated Activity courses’. Not only the separate influence but also the synergy would be our interests. Moreover, the outcome would also be compared with the learning result of single creative thinking skill teaching. Participants were 147 male students and 118 female students of ninth grade from 8 intact classes in a public middle school in Taiwan, the number of total participants were 265. Experimental design was ‘nonequivalent control group pretest/post-test quasi-experimental design’. Participants were assigned into three groups, three intact classes for creative thinking teaching group (EG1), three intact classes for ‘critical thinking and creative thinking combined teaching group (EG2)’ and two intact classes for regular teaching method group (watching video, control group). All participants took the assessment ‘The New Creative-Thinking Testing’ and ‘The Critical-Thinking Testing, Level 1’ after receiving the courses as post-test. Data were analysed statistically by one-way ANCOVA. The results showed that: Regards to the performance in Integrated Activity courses, no significant difference was found among students in EG1 and those in EG2. However, the students in both experimental groups got higher scores than those in control group did.As for the ability of critical thinking, students in EG2 got higher score than those in EG1 and CG did, but no difference was found among the students in EG1 and those in CG.In respect of originality, students in EG2 got higher score than those in EG1 did, the influence of critical thinking was significant.Theoretical and possible applications of the results were also discussed. Present study not only manifests the correlation between creative thinking and critical thinking, but also provides the empirical data for synergy in actual pedagogical situations.

치과위생사의 비판적 사고성향, 임상적 의사결정능력과 직무만족도 간의 관계

The purpose of this study was to examine the influence of critical thinking, clinical decision making and job satisfaction of 132 dental hygienists. The data was collected from 1st May to 31th October, 2012 in Ulsan, Pusan and Gyeongsangnam-do areas. The majority participants were female, 30.6 years old, graduate diploma course of dental hygienist, and working in dental clinics. In critical thinking, truth-seeking was highest score, 3.36 but maturity was lowest score, 3.00. In clinical decision making, canvassing of objectives & values was highest score 3.39, but search for alternatives or options was lowest score, 3.10. In job satisfaction, professional status was highest score 3.20, but incomes & promotion was lowest score 2.84. In correlation between general characteristics and critical thinking, there was significantly different in religion, education status, total working period and working areas. There was significantly different with religion and education status in clinical decision making, And There was significantly different with religion and education status, total working period, and working areas in job satisfaction. Critical thinking, clinical decision making and job satisfaction was positive relationship. To improve professional competence and job satisfaction of dental hygienist it need to use actively the critical thinking and clinical decision making. And it need to prepare the education and strategy to increase the job satisfaction of dental hygienist.

The Influence of Critical Thinking on Pupil's Development and at the Level of Didactic Activities

The present paper will present the influence of the critical thinking on the pupils’ development, on the one hand, and on the didactic activities, on the other hand. The research was performed by the questionnaire method, and the questionnaire was applied to 1,476 teachers from the preschool and primary school levels, respectively to 1,230 teachers from secondary and high school levels. The questionnaire was applied during February-May 2011 in Centru Region, Romania. During the research the method of the survey was used, due to its subordination to the objectives of collecting the data regarding a problem of general interest. This survey can be applied in two forms: questionnaire and interview-based survey. The first option - questionnaire-based survey - was chosen, due to the specific of the target group: teachers from pre-university education with university education or undergraduate education. During the research we identified the fact that the application of critical thinking methods based on the principles of active learning in class influences the pupils’ development rather in a public plan than individually, rather logically than intuitively, rather from multiple perspectives, than from one perspective. The research also revealed the fact that the critical thinking methods determined a change in the didactic activities; the group activities are used instead of the frontal activities, and they stimulate pupils to develop their team work, collaboration and communication abilities. In conclusion, through this study we reveal the role of the critical thinking in pupil's development, and the following elements are regarded: the increase of the trust in its own abilities, the active involvement in the accomplishment of didactic tasks, listening respectfully to others’ opinions, etc.

Promoting cognitive and metacognitive reflective reasoning skills in nursing practice: self-regulated learning theory.

Effective clinical reasoning in nursing practice depends on the development of both cognitive and metacognitive skills. While a number of strategies have been implemented and tested to promote these skills, educators have not been able consistently to predict their development. Self-regulated learning theory suggests that this development requires concurrent attention to both the cognitive and metacognitive dimensions of reasoning in nursing care contexts. This paper reports on a study to explore the impact of self-regulated learning theory on reflective practice in nursing, and to advance the idea that both cognitive and metacognitive skills support the development of clinical reasoning skills. Integrative review of published literature in social science, educational psychology, nursing education, and professional education using the Cumulative Index to Nursing and Allied Health (CINAHL), Educational Resource Information Center (ERIC), and American Psychological Association (PsychInfo) Databases. The search included all English language articles with the key words clinical reasoning, cognition, critical thinking, metacognition, reflection, reflective practice, self-regulation and thinking. Reflective clinical reasoning in nursing practice depends on the development of both cognitive and metacognitive skill acquisition. This skill acquisition is best accomplished through teaching-learning attention to self-regulation learning theory. A critical analysis of the literature in the areas of critical thinking and reflective practice are described as a background for contemporary work with self-regulated learning theory. It is apparent that single-minded attention to critical thinking, without attention to the influence of metacognition or reflection, is but one perspective on clinical reasoning development. Likewise, single-minded attention to metacognition or reflection, without attention to the influence of critical thinking, is another perspective on clinical reasoning development. While strategies to facilitate critical thinking and reflective practice have been used in isolation from each other, there is evidence to suggest that they are inextricably linked and come together with the use of self-regulated learning prompts. Students and practising nurses are able to improve their cognitive and metacognitive skills in clinical contexts by using self-regulated learning strategies. The self-regulated learning model in nursing is offered to support teaching and learning of reflective clinical reasoning in nursing practice contexts.