Thinking In University Students Research Articles

The Influence of Selected Variables on University Students’ Critical Thinking Level: Preliminary Results

Critical thinking is necessary not only to understand the academic content, but also to effectively carry out activities related to one’s own profession. The aim of the research was to identify the level of critical thinking in university students and to determine the influence of selected variables on the level of critical thinking. The variables were gender, age, use of the media, necessity of the media, up-to-date information, up-to-date professional information, and health information on the Internet. Fifty respondents studying at university participated in the research. Both bachelor’s and master’s students at the age of 21 to 36 were involved in the study. In order to achieve the set goal, an quantitative approach was adopted using a critical thinking test (Criticatl Thinking Test for university Students - CTTUS) as a research technique. Descriptive, inductive and multivariate statistics were applied for the data analysis. Age and gender emerged as important factors. Information literacy, which can significantly affect the level of critical thinking, can also be an important factor in the education of pupils and students. Finally, the study limitations are presented.

Development and Validation of a Critical Thinking Assessment-Scale Short Form

This study presents and validates the psychometric characteristics of a short form of the Critical Thinking Self-assessment Scale (CTSAS). The original CTSAS was composed of six subscales representing the six components of Facione’s conceptualisation of critical thinking. The CTSAS short form kept the same structures and reduced the number of items from 115 in the original version, to 60. The CTSAS short form was tested with a sample of 531 higher education students from five countries (Germany, Greece, Lithuania, Romania, and Portugal) enrolled in different disciplinary fields (Business Informatics, Teacher Education, English as a Foreign Language, Business and Economics, and Veterinary Medicine). The confirmatory analysis was used to test the new instrument reliability, internal consistency, and construct validity. Both the models that hypothesized the six factors to be correlated and to tap into a second-order factor representing the complex concept of critical thinking, had acceptable fit to the data. The instrument showed strong internal consistency (α = 0.969) and strong positive correlations between skills and between the skills and the overall scale (p < 0.05). Despite the unbalanced sex distribution in the population (close to 75% females), the instrument retained its factorial structure invariance across sexes. Therefore, the new instrument shows adequate goodness of fit and retained stability and reliability, and is proposed as a valid and reliable means to evaluate and monitor critical thinking in university students.

Self-transcendence and its relationship to critical thinking of university students

استهدف البحث الحالي التعرف على : تسامي الذات لدى طلبة الجامعة . دلالة الفروق في تسامي الذات لدى طلبة الجامعة على وفق متغير الجنس ( ذكور – اناث ) والتخصص ( علمي - انساني ). التفكير الناقد لدى طلبة الجامعة . دلالة الفروق في التفكير الناقد لدى طلبة الجامعة على وفق متغير الجنس ( ذكور – اناث) والتخصص ( علمي – انساني ) . مدى اسهام التفكير الناقد لدى طلبة الجامعة في تسامي الذات . ولغرض تحقيق اهداف البحث الحالي قام الباحثان بما ياتي : 1 . تبني مقياس تسامي الذات لدى طلبة الجامعة وفقا لنظرية " ريد " الذي تالف بصيغته النهائية من ( 24 ) فقرة ، بعد استكمال شروط الصدق والثبات وتمييز الفقرات ، وبلغ معامل الثبات للمقياس بطريقة اعادة الاختبار (0.74 ) . 2 . تبني مقياس التفكير الناقد لدى طلبة الجامعة ل (فاروق عبد السلام وممدوح سليمان ) الذي تالف بصيغته النهائية من (25) فقرة ، بعد استكمال شروط الصدق والثبات وتمييز الفقرات وبلغ معامل الثبات للمقياس ككل بطريقة التجزئة النصفية ( 0.74 ) وبلغ معامل الثبات بطريقة الفا – لكرونباخ ( 0.78 ) . ويتحدد البحث بطلبة جامعة بغداد للعام الدراسي 2014 / 2015 ، ويتالف مجتمع البحث من (400 ) طالب وطالبة، بواقع (200) طالب و (200) طالبة ، واعتمد البحث على المنهج الوصفي الارتباطي ، وتحقيقا لاهداف البحث طبق الباحثان مقاييس البحث على العينة ، ثم حللت البيانات باستخدام الحقيبة الاحصائية للعلوم الاجتماعية في معالجة البيانات ( SPSS) . واظهرت النتائج ما ياتي ان طلبة الجامعة : 1 . يتمتعون بتسامي الذات ويتفوق الذكور على الاناث في تسامي الذات . 2 . يتصفون بالتفكير الناقد، ولا يختلف الذكور عن الاناث . وطبقا للنتائج التي توصل اليها البحث قدمت بعض التوصيات والمقترحات .

Divergent thinking of students: categorical and conceptual analysis

Pedagogical aspects of the formation of the interdisciplinary category “divergent thinking” are considered. The purpose of the study is to construct the definition of “divergent thinking of university students” on the basis of the essential and specific characteristics of the named phenomenon, taking into account the criteria of necessity and sufficiency. To achieve a goal, the following methods were used: content analysis of scientific literature, methods of categorical-system methodology: “Two-level triadic decoding of categories”, “Formal-logical method of determining the concept”. The essential characteristics and nature of divergent thinking are identified and described, a two-level triadic model of this category is developed. On the basis of the named model, the definition of the concept of “divergent thinking” is constructed, which, in comparison with other definitions found in the literature, most fully and holistically reflects its key essential characteristics. As a result of the application of the formal-logical method, the definition of “divergent thinking of university students” has been developed, which allows interpreting the named concept and its manifestations from the point of view of personal and creative development of students in the conditions of the educational process of the university. The obtained theoretical results of the analysis of the formation of the category “divergent thinking of students” can be used in the development of technology for the formation and development of this type of thinking of students in the educational process of the university.

From preconceptions to concept: The basis of a didactic model designed to promote the development of critical thinking

This work results from a research project aimed at designing a didactic model for developing critical thinking in university students supported by emerging technologies. In its design, a socio-constructivist pedagogical approach and the connectivist conceptual foundations that define its components, relationships and sequences were considered. First, as essential components, two didactic sequences were identified which define the routes that students must follow to develop the basic skills in their initial phase, and then the higher order skills that are part of the cognitive scaffolding of critical thinking, in problematic and challenging scenarios in didactic sequences that emphasise thinking routines. Next, an instrument was designed and validated in order to evaluate the quality of the proposed didactic model. Finally, the proposed model was evaluated, describing its attributes such as coherence with existing theory on pedagogy and emerging didactics, relevance with the needs detected in the students, relationships between participants and information, transversality of information and communication technologies (ICT) and the development of autonomy, cognition and dispositions.

Information and communication technology and critical thinking in university students

The 21st century is referred to as the digital age, which places demands not only on the ability to work with information but also on being able to understand them as well as evaluate its relevance. The aim of this paper was to find out how ICT competences affect the individual domains of critical thinking in university students. The sample consisted of 624 university students. The data were collected using the Critical Thinking Disposition Inventory (CTDI) and the Information and Communication Technology Competence (ICTC). The results of the correlation analyses revealed weak to medium relationships among all of the observed domains. The subsequent linear regression models showed that all of the domains of critical thinking were affected by ICT competences. In this context, the most interesting was the effect of ICT competences on open mindedness while the effect on the remaining factors of critical thinking was weaker.
 
 Keywords: critical thinking; CTDI; ICTC; information and communication technology; university students

RETRACTED: The role of classical music in the creative thinking of university students

This article has been retracted: please see Elsevier Policy on Article Withdrawal ( https://www.elsevier.com/about/our-business/policies/article-withdrawal ). This article has been retracted at the request of the Editors-in-Chief. After a thorough investigation, the Editors have concluded that the acceptance of this article was based upon the positive advice of two unreliable reviewer reports. The reports were submitted from email accounts which were provided to the journal as suggested reviewers during the submission of the article. The reviewer accounts did not respond to the journal request to confirm the reviewer identity, and the Editors decided to retract the article. This manipulation of the peer-review process represents a clear violation of the fundamentals of peer review, our publishing policies, and publishing ethics standards. Apologies are offered to the readers of the journal that this deception was not detected during the submission process.

Developing Critical Thinking in the Next Generation of Teachers at Universities:

The world of education has changed. Information is available anywhere and at any time. It can be daunting to understand and assess it and to distinguish a hoax from objective reality. The training of future teachers at universities needs to be changed so that a graduate from a Faculty of Education will become a professional capable of teaching others how to learn. Teachers can no longer only transmit information and evaluate how students acquire it. They should make learning meaningful and guide learners toward critical thinking. The underlying assumption is that they themselves can think critically. The aim of the study is to compare the level of critical thinking in university students between two generations of students, Generation Y (Millennials) and Generation Z (the iGeneration).

اليقظة الذهنية والمرونة المعرفية کمنبئات بالتفکير الإبداعي لدى طلاب الجامعة

يهدف البحث الحالي إﻟﻰ الکشف عن مستوى کل من اليقظة الذهنية، والمرونة المعرفية، والتفکير الإبداعي لدى طلاب الجامعة. بالإضافة إلى تعرف طبيعة العلاقات بين المتغيرات الثلاثة. وکذلک معرفة مدى تأثير اليقظة الذهنية والمرونة المعرفية في التفکير الإبداعي. بالإضافة إلى تعرف ما إذا کانت توجد فروق في متغيرات البحث ترجع إلى النوع (ذکور، إناث)، أو التخصص (علمي، أدبي). شملت عينة البحث الأساسية (259) طالبا وطالبة من طلاب الفرقة الثانية بکلية التربية جامعة المنيا في العام الدراسي (2020/ 2021م). وأوضحت النتائج تمتع الطلاب عينة البحث بمستوى مرتفع من اليقظة الذهنية والتفکير الإبداعي، بينما انخفض لديهم مستوى المرونة المعرفية. کما اتضح وجود علاقات ارتباطية موجبة بين اليقظة الذهنية، وکل من التفکير الإبداعي والمرونة المعرفية. وتبين أنه يمکن التنبؤ من خلال اليقظة الذهنية والمرونة المعرفية بالتفکير الإبداعي. وفيما يتعلق بالفروق التي ترجع للنوع والتخصص الدراسي؛ لم تتضح بالبحث الحالي فروق ذات دلالة إحصائية في اليقظة الذهنية والتفکير الإبداعي والمرونة المعرفية بين الطلاب والطالبات. بينما توجد فروق دالة إحصائيا بين طلاب التخصص العلمي والأدبي في متوسط التفکير الإبداعي وذلک لصالح طلاب التخصص العلمي. Mindfulness and cognitive flexibility as predictors of creative thinking in university students Hala Kamal El-Din Hassan Abstract The current research aims to reveal the levels of mindfulness, cognitive flexibility and creative thinking in university students. In addition to detect the relationships between the three variables. As well as to detect the impact of mindfulness and creative thinking on cognitive flexibility. In addition to know whether there are differences in the research variables due to gender (males, females), or specialization (scientific, literary). The research sample included (259) male and female students from the second year of the Faculty of Education, Minia University, in the academic year (2020/2021). The results showed that the research sample students had a high level of mindfulness and creative thinking, while they had a decreased level of cognitive flexibility. Also, it was found that there are positive correlations among mindfulness, and both creative thinking and cognitive flexibility. In addition, it was found that the creative thinking could be predicted through mindfulness and cognitive flexibility. With regard to differences due to gender and academic specialization, it was not clear in the current research any statistically significant differences in mindfulness, creative thinking, or cognitive flexibility among male and female students. While there were statistically significant differences among students of the scientific and literary specialization in creative thinking in favor of students of the scientific specialization.

Study to find out the perception that first year students in engineering have about the Computational Thinking skills, and to identify possible factors related to the ability of Abstraction

Since the end of the 20th century, the digitalization of society, including the educational systems, has been growing exponentially. At the same time, education systems have been evolving towards competency-based assessment. Likewise, at the beginning of this century, the idea of Computational Thinking was resurrected by J. Wing, for solving problems and designing systems using concepts of computer science. Today, we can see how all these questions are taking shape in a new competence, called Computational Thinking, related to others that already exist. In this paper, we have studied the skills of Computational Thinking in university students, focusing on abstraction and its possible relationship with other factors. Results conclude that the students fail in relation to abstraction and in algorithmic thinking. Although the ability of abstraction is not easy to measure, a linear regression analysis has been carried out in order to determine its possible study.

El pensamiento creativo en el ámbito superior universitario. Un estudio de revisión

 This work addresses the review of publications on creative thinking, in the university environment, during the period from 2015 to the present. Documents on this topic were extracted from databases such as EBSCO, ProQuest, PsycBooks, Scielo and Alicia. With the information found, a content analysis was carried out, organizing thematic fields such as creative thinking in the teaching-learning process, as a psychological construct, in relation to social variables and its psychometric evaluation. Finding that since it is a multidimensional and complex variable, it is investigated from different angles, highlighting that most of the investigations are directed to the educational field, focusing on the role of the teacher as a facilitator of creative thinking in university students; There are also research aimed at understanding and explaining the construct itself, its development, and in relation to other variables such as personality, motivation, and from the neurosciences; as well as the psychometric evaluation as a construct, and finally to investigate it from the social context that surrounds the individual. Thus, it is evident that creative thinking in the university environment constitutes a field of interest for science; since it is there where professionals will be forged who, through creativity and innovation, will build better societies, overcoming the challenges that current and future times put in front of them.

Thoughts of University Students on Having Children in the Future and Affecting Factors

Giriş: Çocuk sahibi olmak sosyo-kültürel, psikolojik ve ekonomik boyutları olan çok yönlü toplumsal bir olgudur. Amaç: Araştırma, farklı sosyo-demografik özelliklere sahip üniversite öğrencilerinin gelecekte çocuk sahibi olma düşüncesi ve etkileyen faktörleri belirlemek amacıyla yapılmıştır. Yöntem: Tanımlayıcı olarak yapılan araştırmanın evrenini, Eskişehir’de bulunan bir üniversitede öğrenim gören 9.208, örneklemini ise 712 son sınıf öğrencisi oluşturdu. Veriler, Ocak–Şubat 2019 tarihleri arasında veri toplama formu ile toplanmıştır. Verilerin analizinde frekans, ortalama ve ki-kare testi kullanılmıştır. Bulgular: Öğrencilerin %77.9’unun ileride çocuk sahibi olmak istediği saptanmıştır. Öğrencilerin sahip olmak istediği çocuk sayısı ortalama 2.18’dir ve istenen çocuk sayısının cinsiyete göre farklılık göstermediği belirlenmiştir. Öğrencilerin gelecekte çocuk sahibi olma düşüncesini etkileyen faktörler arasında ilk üç sırada psikolojik iyilik, soyun devamı ve bireysel karar verme geldiği saptanmıştır. Öğrencilerin gelecekte çocuk sahibi olma düşüncesini etkileyen faktörler ile cinsiyet, aile tipi, en uzun süre yaşadıkları yer arasında istatistiksel olarak anlamlı bir fark bulunurken; anne ve baba eğitim durumu ile fark bulunmamıştır. Sonuç: Öğrencilerin gelecekte çocuk sahibi olma düşüncesi üzerinde etkili olan faktörlerin başında çocuğun psikolojik yönü, soyun devamı ve kişilere ait bireysel tercihin geldiği saptanmıştır. Öğrencilerin büyük çoğunluğunun ekonomik özgürlüğe kavuşmadan çocuk sahibi olmak istemediği belirlendi. Geniş aile tipine sahip ve en uzun süre yaşadığı yer köy olan öğrencilerin daha fazla sayıda çocuk sahibi olmak istedikleri, erkek çocuk algısını daha yoğun yaşadıkları ve soyun devamı açısından çocuğun önemine daha çok inandıkları saptanmıştır. Çalışmada kır-kent ayrımı belirgin şekilde ortaya çıkarken, anne-baba eğitim durumlarının çocuk sahibi olma isteği üzerinde anlamlı etkisinin olmadığı belirlenmiştir.

A Case Study of Liberal Arts Classes for the Development of Evaluative Thinking in University Students

본 연구는 교양 ìˆ˜ì— ì„ 통한 대학생의 í‰ê°€ì  ì‚¬ê³ ê°œë°œ 가능성을 탐색하는 것을 ëª©ì ìœ¼ë¡œ 한다. 이를 위하여 í‰ê°€ì  ì‚¬ê³ ì˜ ê°œë ê³¼ 개발 방법을 ì‚´íŽ´ë³´ê³ , í‰ê°€ì  ì‚¬ê³ ê°œë°œì„ 위한 A대학의 êµì–‘ìˆ˜ì— ì‚¬ë¡€ë¥¼ 분석하였다. í‰ê°€ì  ì‚¬ê³ ê°œë°œ ìˆ˜ì— ì€ 학습자의 평가 경험 활동을 중심으로, 평가 ì´ë¡ í•™ìŠµê³¼ 성찰 촉진 활동이 연계 구성되었으며, 크게 평가에 대한 이해, 평가에 대한 평가, í‰ê°€ì  ì‚¬ê³ ê°œë°œì˜ 3가지 ì£¼ì œë¡œ 진행되었다. í‰ê°€ì  ì‚¬ê³ ê°œë°œ ì „ëžµì˜ 핵심이라 í• ìˆ˜ 있는 학습자 평가 경험 활동으로 ‘일상에서의 평가 분석’, ‘내 맘대로 평가’, ‘도서관을 평가하라’, ‘시험문항 개발’, ‘Assessment Center 실습’ 등이 활용되었다. ìˆ˜ì— ì— 참여한 학습자들에게서 평가의 ë‘ë ¤ì›€ì„ ê·¹ë³µí•˜ê³ , í‰ê°€ì  ì‚¬ê³ ë¥¼ 일상에서 활용하며, 질문과 성찰을 체화하는 등 ê¸ì •ì ì¸ 변화를 ë°œê²¬í• ìˆ˜ 있었다. 본 연구는 í‰ê°€ì  ì‚¬ê³ ì˜ 의미와 가치를 탐색하였으며, êµ¬ì²´ì ì¸ 사례를 통해 향후 êµì–‘ìˆ˜ì— ì—ì˜ 활용 가능성을 발견하였다는데 ê·¸ 의미가 있다. ì£¼ì œì–´: í‰ê°€ì  ì‚¬ê³ ; 평가 교육; ì‚¬ê³ ë ¥ 개발; 교양수ì—

Relation between Self-efficacy and Creative Thinking at Writing Skill Learning

Self-efficacy is a person's belief in his ability to solve planned activities. Self-efficacy reflects a person’s confidence in their ability to perform tasks creatively and optimistically. The elements to Self-efficacy are mastery experience, vicarious experience, social persuasion, affecative physiological states. Creative thinking is ability to find new ideas originally that are surprising to define it, and also valuable in sensitivity, and the factors are fluency, flexibility, originality, sensitivity, and elaboration. Learning at class need self-efficacy and creative thinking based, the both have relation that influence. Researcher will reveal it at writing skill learning. This study aims at investigating the relationship between self-efficacy and creative thinking of university students at writing skill learning. The method uses quantitative with correlation of two variables with paired sample test. The subject of the study is 53 third semester students of Arabic Language Education Department of Arabic Literature Faculty of State University of Malang Indonesia at writing skill class. Its coefficient correlation is 0,799 and p-value 0,000. The result of this study indicates significant correlation between self-efficacy and creative thinking at writing skill learning. The Fact, self-efficacy increased so creative thinking increased much and otherwise. The Teacher has important role of writing skill learning as facilitator or instructor so that the students like the learning and enhancement of trust.

Programa de intervención en debate crítico sobre el pensamiento crítico en universitarios

Objetivo: analizar los efectos de un programa de intervención basado en debate crítico sobre el pensamiento crítico de estudiantes universitarios. Método: estudio cuasi experimental con pre y post-prueba con único grupo. La muestra estuvo conformada por estudiantes de psicología; se empleó la prueba de pensamiento crítico PENCRISAL. El programa de intervención se realizó en seis sesiones de trabajo, brindando además asesorías presenciales y a través de medios informáticos y redes sociales. Resultados: se evidenció una mejora significativa en el pensamiento crítico de los estudiantes después del programa de intervención en los factores toma de decisiones, solución de problemas y puntuación total de la prueba. Conclusiones: el debate crítico es una estrategia que privilegia el desarrollo del pensamiento crítico en universitarios.

Debate: A new approach for improving the dialectical thinking of university students

ABSTRACT Although dialectical thinking plays an important role in daily life, this ability among adults, including university students, is not always well developed. The present study used three experimental designs to explore efficient ways to promote university students’ dialectical thinking ability. The results showed that university students’ dialectical thinking ability can be improved after receiving instruction according to specific teaching practices. The debate approach was a more interesting and efficient teaching method for cultivating dialectical thinking ability than the lecture approach. These findings broaden and deepen our understanding about the development of dialectical thinking ability and suggests that debate can be used as an alternative way, in many university courses or training projects, to improve students’ dialectical thinking ability.

Research on application of cloud desktop virtualization for computer laboratories in universities

university computer laboratory is an important place to cultivate, exercise the information literacy and to enlighten innovative thinking of university students in the new era. With the continuous development of cloud computing technology, the application of virtualized cloud desktop in university computer laboratory has become an inevitable trend. This text analyzes the disadvantages of traditional desktop deployment mode and the advantages of virtualized cloud desktop based on the construction status of computer rooms in universities, and studies, discusses how to apply desktop virtualization technology to build an experimental teaching environment of virtualized cloud desktop, that is easy to manage, flexible to deploy, resource-sharing and convenient to maintain.

Evaluación del rendimiento académico en bioestadística y la competencia disciplinar de pensamiento matemático en estudiantes universitarios

It is recognized in the university education as very important statistic to apply the severety of scientific character. The objective of the research was to compare school performance in biostatistics and competition discipline of mathematical thinking in university students in the area of life sciences. The research is transverse and exploratory. It was 187 students of both genders aged between 19 to 20 years that coursed in a way regular matter. We found a significant association between those who passed the examination of Biostatistics and the level of mathematical thinking that students showed in their admission tests (value of p < 0.01). Determining if you have a high level of mathematical thinking is boasts a 90% chance of passing the test of Biostatistics.

교양 댄스스포츠 참가 대학생의 객체화된 신체의식이 의사소통능력 및 긍정적 사고에 미치는 영향

This study examined the analysis of the influence of objectified body consciousness on communication ability and positive thinking of university students participating in dance sports class. The number of the surveyed for this study was 279 who university students participating in dance sports class. The reliability and validity test of the questionnaire itself was conducted by using SPSS/AMOS 18.0 program; the result of descriptive statistical analysis, exploratory factor analysis, confirmatory factor analysis, reliability analysis, correlation analysis, standard multiple regression analysis are as follows; The results were as being follows. First, the objectified body consciousness is partially influences on the communication ability of university students participating in dance sports class. Second, the objectified body consciousness is partially influences on the positive thinking of university students participating in dance sports class. Third, the communication ability is partially influences on the positive thinking of university students participating in dance sports class.

El CmapTools en estudiantes universitarios para desarrollar pensamiento crítico

El pensamiento crítico en la gran mayoría de estudiantes universitarios, es deficiente; por ello, los docentes proponen métodos, generalmente haciendo uso de tecnologías de la información y de la comunicación, como es el caso de software educativos que, ayuden a desarrollar en los estudiantes, un juicio crítico que les permita enfrentar los retos de la vida profesional en la que deberán desenvolverse; es por ello, que se pensó en la aplicación de CmapTools, como herramienta tecnológica, para ayudar a los estudiantes a desarrollar este tipo de pensamiento superior. La investigación es explicativa y aplicada, de diseño cuasi experimental. Los grupos control y experimental fueron seleccionados al azar, a partir de grupos pre existentes, cada uno de ellos consideraba a los estudiantes matriculados en una asignatura durante el primer semestre del año 2015 en la Facultad de Ciencias de la Salud de la Universidad Privada Antonio Guillermo Urrelo. Para el estudio se elaboró y validó un cuestionario que respondieron los estudiantes de los grupos control y experimental antes y después de la aplicación del programa conteniendo actividades con CmapTools. Los resultados indican que antes de la aplicación del programa, la mayoría de estudiantes nunca o casi nunca hicieron uso de las dimensiones del pensamiento crítico; pero, luego de la aplicación del mismo se observó que, mientras en el grupo control los resultados fueron similares a lo obtenido en el pretest, para el grupo experimental el 1,09% nunca hizo uso de las dimensiones del pensamiento crítico; el 24,12% a veces lo hizo; el 48,75% casi siempre lo hizo y el 25,53% siempre utilizó estas dimensiones. Se concluye que el programa con actividades utilizando CmapTools, favorece el desarrollo del pensamiento crítico, en los estudiantes universitarios.