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1.
This longitudinal research examined whether children's facial trustworthiness as judged by strangers can predict their real-world trustworthiness and peer acceptance. Adults (Study 1) and children (Study 2) judged the facial trustworthiness of 8- to 12-year-old children (N = 100) solely based on their photographs. The children's classmates were asked to report their real-world trustworthiness and peer acceptance. Children's facial trustworthiness reliably predicted these outcomes both initially when the photographs were taken, as well as 1 year later, and this effect was mediated by the initial ratings of real-world trustworthiness and peer acceptance. These results provide evidence for a long-lasting linkage between children's facial and real-world trustworthiness.  相似文献   

2.
Theories of critical thinking suggest that executive functions play crucial roles in students’ critical thinking performance. However, very little empirical research has examined the potential confounding factors of fluid intelligence and thinking dispositions on the relationship between executive functions and critical thinking. Study 1, based on a large sample of university students, filled this gap by exploring how three core executive functions (updating, inhibition, and shifting) predicted critical thinking after controlling for fluid intelligence and thinking dispositions. The results showed that updating and inhibition predicted critical thinking over and above fluid intelligence and thinking dispositions. In Study 2, we explored the neural basis of the relationship between executive functions and critical thinking. We found that low-level critical thinkers exhibited higher P3 amplitudes than their high-level counterparts when completing updating and inhibition tasks. These results suggest that critical thinking relies on both updating and inhibition processes indexed by the P3 ERP components.  相似文献   

3.
Critical thinking is deemed as an ideal in academic settings, but cultural differences in critical thinking performance between Asian and Western students have been reported in the international education literature. We examined explanations for the observed differences in critical thinking between Asian and New Zealand (NZ) European students, and tested hypotheses derived from research in international education and cultural psychology. The results showed that NZ European students performed better on two objective measures of critical thinking skills than Asian students. English proficiency, but not dialectical thinking style, could at least partially if not fully explain these differences. This finding holds with both self-report (Study 1) and objectively measured (Study 2a) English proficiency. The results also indicated that Asian students tended to rely more on dialectical thinking to solve critical thinking problems than their Western counterparts. In a follow-up data analysis, students' critical thinking was found to predict their academic performance after controlling for the effects of English proficiency and general intellectual ability, but the relationship does not vary as a function of students' cultural backgrounds or cultural adoption (Study 2b). Altogether, these findings contribute to our understanding of the influence of culture on critical thinking in international education.  相似文献   

4.
Student Engagement and Student Learning: Testing the Linkages*   总被引：6，自引：0，他引：6  
This study examines (1) the extent to which student engagement is associated with experimental and traditional measures of academic performance, (2) whether the relationships between engagement and academic performance are conditional, and (3) whether institutions differ in terms of their ability to convert student engagement into academic performance. The sample consisted of 1058 students at 14 four-year colleges and universities that completed several instruments during 2002. Many measures of student engagement were linked positively with such desirable learning outcomes as critical thinking and grades, although most of the relationships were weak in strength. The results suggest that the lowest-ability students benefit more from engagement than classmates, first-year students and seniors convert different forms of engagement into academic achievement, and certain institutions more effectively convert student engagement into higher performance on critical thinking tests. *A version of this paper was presented at the annual meeting of the American Educational Research Association, San Diego, April 2004.  相似文献   

5.
Abstract

Singapore’s strong performance in international benchmarking studies – Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA) – poses a conundrum to researchers who view Singapore’s pedagogy as characterized by the teaching of facts and procedures, and lacking in constructivist learning principles. In this paper, we examine the impact of different curriculum innovations on critical thinking as measured by the Watson-Glaser Critical Thinking Assessment – UK (WGCTA-UK). This includes two innovations that are subject-specific and short-term, one that strongly infuses the arts into the curriculum throughout the whole course of study, and the innovation of the Integrated Programme (IP) which allows academically stronger students to skip the GCE “O” Levels and enter directly into the next level of education, with the time previously allocated to exam preparation now spent on greater breadth in the academic and non-academic curriculum. This paper takes the sociocultural approach to investigate the contexts, process, and outcomes, reports the state of critical thinking, and sheds light on how critical thinking is being promoted. Through our analysis, we find support for the claim that only curriculum that is rigorously designed to foster critical thinking competencies will reap the intended student outcome.  相似文献   

6.
Two studies investigated 5- to 10-year-olds’ (N = 194) positivity bias when forecasting the future. Children from two geographic locations (mostly Caucasian, higher income college town; mostly African American, lower income urban community) completed a future expectations task (FET). For multiple scenarios, children predicted whether a positive versus negative (optimism items) or a positive versus extraordinary positive (wishful thinking items) outcome would occur, including its likelihood. In both samples, optimism and wishful thinking decreased with age, optimism was higher than wishful thinking, children did not show a comparative self-optimism bias, and individual differences in the FET optimism score correlated with self-reported dispositional optimism and hope. Exploratory comparisons revealed between-sample equivalence in responses to all measures, except for less tempered wishful thinking in the urban community.  相似文献   

7.
This study examined the causal and mediating relations between students’ learning approaches, self‐efficacy beliefs, stages of reflective thinking, and academic performance. Second‐year undergraduate students (n = 241; 118 females, 123 males) in the South Pacific were administered the revised version of Biggs’ Study Process Questionnaire, the Reflective Thinking Questionnaire, and the Motivated Strategies for Learning Questionnaire. Latent variables analysis indicated that a surface learning approach contributed to the prediction of habitual action, and a deep learning approach predicted understanding and self‐efficacy. Self‐efficacy directly predicted the stages of reflective thinking, with the exception of critical thinking, and understanding negatively predicted academic performance. Finally, with the exception of critical thinking, the stages of reflective thinking were found to relate causally in a unidimensional manner.  相似文献   

8.
Research exploring students’ academic learning has recently amalgamated different motivational theories within one conceptual framework. The inclusion of achievement goals, self‐efficacy, deep processing and critical thinking has been cited in a number of studies. This article discusses two empirical studies that examined these four theoretical orientations from both cross‐sectional (N = 279 participants) and longitudinal (N = 264 participants) perspectives. In particular, achievement goals are hypothesised to exert direct and indirect effects on academic performance via self‐efficacy, study processing strategies and critical thinking. Path analysis was used to test and analyse the hypothesised conceptual models. Results from SPSS 16 and LISREL 8.72 provided good support for the hypothesised structural relationships. Students’ academic performance outcomes, for example, are determined directly by deep processing and work‐avoidance goals. Results from Study 2 indicate mastery goals and self‐efficacy, mastery goals and critical thinking and deep processing and critical thinking operate in a reciprocal manner. In general, the evidence established from both studies contributes theoretically and methodologically.  相似文献   

9.
This longitudinal case-study aimed at examining whether purposely teaching for the promotion of higher order thinking skills enhances students’ critical thinking (CT), within the framework of science education. Within a pre-, post-, and post–post experimental design, high school students, were divided into three research groups. The experimental group (n = 57) consisted of science students who were exposed to teaching strategies designed for enhancing higher order thinking skills. Two other groups: science (n = 41) and non-science majors (n = 79), were taught traditionally, and acted as control. By using critical thinking assessment instruments, we have found that the experimental group showed a statistically significant improvement on critical thinking skills components and disposition towards critical thinking subscales, such as truth-seeking, open-mindedness, self-confidence, and maturity, compared with the control groups. Our findings suggest that if teachers purposely and persistently practice higher order thinking strategies for example, dealing in class with real-world problems, encouraging open-ended class discussions, and fostering inquiry-oriented experiments, there is a good chance for a consequent development of critical thinking capabilities.  相似文献   

10.
One way to assess the quality of education in post-secondary institutions is through the use of performance indicators. Studies that have compared currently popular process indicators (e.g., library size, percentage of faculty with PhD) found that after controlling for incoming student ability, these process indicators tend to be weakly associated with student outcomes (Pascarella and Terenzini, 2005). In addition, while much research has found that students increase their critical thinking skills as a result of attending college, little is known about what goes on during the college experience that contributes to this. The purpose of this research was to examine the validity of higher-order questions on tests and assignments as a process indicator by comparing it with gains in critical thinking skills among college students as an outcome indicator. The present research consisted of three studies that used different designs, samples, and instruments. Overall, it was found that frequency of higher-order questions can be a valid process indicator as it is related to gains in students’ critical thinking skills.  相似文献   

11.
Abstract

Although faculty agree that critical thinking is an important learning outcome for college courses, experts disagree on how to define and conceptualize critical thinking. Some researchers see it as a general skill, similar to reading or mathematics. Others see it as highly specific to each academic discipline, with critical thinking in one discipline being qualitatively different than critical thinking in another discipline. However, researchers to date have not yet tried to conceptualize how critical thinking might systematically vary across disciplines. The purpose of this study was to gather definitions of critical thinking from faculty in a range of disciplines and compare these domain-specific definitions to each other. Across disciplines, faculty defined critical thinking as applying knowledge to new situations, considering different viewpoints, evaluating options and evidence, and having a critical thinking disposition. The article concludes with suggestions for fostering critical thinking skills in general education courses.  相似文献   

12.
The current research examined the effects of a critical thinking (CT) e-learning course taught through argument mapping (AM) on measures of CT ability. Seventy-four undergraduate psychology students were allocated to either an AM-infused CT e-learning course or a no instruction control group and were tested both before and after an 8-week intervention period on CT ability using the Halpern Critical Thinking Assessment. Results revealed that participation in the AM-infused CT course significantly enhanced overall CT ability and all CT sub-scale abilities from pre- to post-testing and that post-test performance was positively correlated with motivation towards learning and dispositional need for cognition. In addition, AM-infused CT course participants exhibited a significantly larger gain in both overall CT and in argument analysis (a CT subscale) than controls. There were no effects of training on either motivation for learning or need for cognition. However, both the latter variables were correlated with CT ability at post-testing. Results are discussed in light of research and theory on the best practices of providing CT instruction through argument mapping and e-learning environments.  相似文献   

13.
Contributions of mothers' social coaching and responsive style to preschoolers' peer competence were evaluated in 2 studies. In Study 1, 43 mother-child dyads participated in 3 laboratory tasks; videotapes were coded for responsive interaction style in play, advice regarding videotaped peer dilemmas (coaching), and nonsocial teaching in a puzzle task. Coaching and style were largely independent and were correlated with measures of social competence. In Study 2 ( n = 62), coaching and style uniquely predicted teacher ratings, but only style predicted peer acceptance. To investigate whether coaching mediated the effects of style and/or whether style moderated the effects of coaching, the samples were combined. No evidence was found for mediation, but coaching was a more powerful predictor of lower levels of boys' aggression when the mother-child relationship was less responsive. Discussion focuses on models of socialization that stress the interplay of general style and specific socialization practices in promoting social competence.  相似文献   

14.
Two studies examined the relationships between measures of intelligence, personality and divergent thinking (DT) in student samples. Study one investigated the incremental validity of measures of IQ and fluid intelligence with the Big Five Personality Inventory with regards to DT. Significant relationships of DT to fluid intelligence, Extraversion and Disagreeableness were observed. Study two investigated the incremental validity of measures of fluid and crystallised intelligence (as assessed by a test of general knowledge) with the Big Five Personality Inventory with regards to DT. Hierarchical regression analyses revealed a significant relationship between crystallised intelligence and DT. The nature of the relationships of IQ, fluid and crystallised intelligence, in addition to personality traits to tests of DT were considered.  相似文献   

15.
The present study assessed the associations among higher-order thinking skills (reflective thinking, critical thinking) and self-monitoring that contribute to academic achievement among university students. The sample consisted of 196 Iranian university students (mean age = 22.05, SD = 3.06; 112 females; 75 males) who were administered three questionnaires. To gauge reflective thinking, the “Reflective Thinking Questionnaire” designed by Kember et al. (Assess Eval High Educ 25(4):380–395, 2000) was utilized. It includes 16 items measuring four types of reflective thinking (habitual action, understanding, reflection, and critical reflection). To assess critical thinking, the “Watson–Glaser Critical Thinking Appraisal”(2002) was utilized. It comprises 80 items and consists of 5 subtests (inference, recognizing unstated assumptions, deduction, interpretation, and evaluation). Self-monitoring was measured via 8 items of the self-regulation trait questionnaire designed by O’Neil and Herl (Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA, 1998). The results demonstrated that critical thinking and all components of reflective thinking positively and significantly predicted achievement with habitual action having the lowest impact and reflection exhibiting the highest influence. Self-monitoring indirectly exerted a positive influence on achievement via understanding and reflection. It was also found that among the four subscales of reflective thinking, reflection and critical reflection predicted critical thinking positively and significantly. Self-monitoring had a positive and significant impact on critical thinking. It also significantly and positively influenced understanding as well as reflection.  相似文献   

16.
Design tasks are omnipresent in our everyday lives. Previous research shows that reflective thinking is one of the critical factors in solving design problems. Related research has attempted to capture designers’ reflective thinking process. Yet a close inspection of designers’ reflective thinking taking place during their design process demands further effort. To understand designer’s reflective practice and to find better ways to promote novices’ reflective thinking in solving real-world design problems, a comprehensive model was developed. This model identified three dimensions to guide the understanding of designers’ reflective thinking during a design process: (1) the timing of reflection, indicating the points in the process where reflective thinking occurs, (2) the objects of reflection, showing the different types of objects that designers may reflect upon, and (3) the levels of reflection, referring to the different levels of designers’ reflection. This model provides for meaningful aspects of reflective thinking to be situated in a design process, which can guide educators and instructional designers in developing appropriate learning environments for facilitating novice and practicing designers’ reflective thinking. Moreover, the model can serve as a stepping stone for further research.  相似文献   

17.
Conceptions of learning were investigated in three studies. Study 1 piloted a modified version of Purdie and Hattie's (2002) Conceptions of Learning Inventory (COLI-I) with 236 secondary students. Multilog analysis was used to remove items with poor measurement characteristics. Study 2 used a nationally representative sample of 701 New Zealand secondary school students who completed the COLI-II. The measurement model had marginally acceptable fit. Study 3 consisted of 608 secondary students who completed a slightly revised COLI-III and provided standardised academic reading and mathematics achievement data. The Study 2 and 3 samples were found to have configural invariance and the structural model mapping students' conceptions of learning onto their academic achievement had acceptable fit. The conception that learning is a duty predicted lower achievement and the conception of learning as continuous predicted higher achievement. This is the first study to empirically demonstrate a direct relationship between learning conceptions and academic outcomes in the secondary sector.  相似文献   

18.
The aim of this phenomenographic study was to discover the educationally critical aspects of learning conceptions among health education student teachers (N = 20). The qualitative data consisted of written essays and semi-structured interviews. Six qualitatively distinctive conceptions of learning could be discerned, namely learning as 1) the reproduction of acquired health knowledge, 2) the application of health knowledge, 3) developing personal meanings on health matters, 4) the transformation of individual thinking, 5) personal growth, and 6) collective meaning-making. These qualitatively distinct categories were reflected through three themes, which embodied critical aspects: the nature of the knowledge involved, the nature of the reflection involved, and the role of the social environment. In bringing new insights into the existing literature, this study confirms a need for research on learning conceptions across different cultural and educational contexts.  相似文献   

19.
Critical thinking is a unifying goal of modern education. While past research has mostly examined the efficacy of a single instructional approach to teaching critical thinking, recent literature has begun discussing mixed teaching approaches. The present study examines three modes of instruction, featuring the direct instruction approach and the inquiry-based approach in different sequences and proportions, in enhancing Chinese secondary student’s critical thinking performance. A total of 651 Grade 12 students participated in an 18-hour intervention with pre- and post-intervention measures on critical thinking performance and critical thinking dispositions. Specifically, critical thinking assessments utilizing different response format were used. Those who received training showed greater improvement on at least one of the critical thinking assessments compared to those who received no training. Participants’ performances with regards to different critical thinking assessments are discussed. Benefits of adopting more than one instructional approach to teaching critical thinking are highlighted.  相似文献   

20.
Our meta-analysis investigates the effectiveness of the concept mapping method compared with the traditional teaching method, for the improvement of critical thinking ability and disposition outcomes. We included studies measuring students' critical thinking through standardised tests, comparing an experimental (concept mapping) group with a control (traditional teaching) one. Effect sizes for critical thinking ability and disposition outcomes were pooled with a random-effects model. We included in our meta-analysis 21 studies (108 comparisons) involving 1695 students. The concept mapping method was more effective than the traditional teaching method at posttest for the improvement of critical thinking ability (g = 0.531, 95% CI 0.279 to 0.783) and disposition (g = 0.648, 95% CI 0.266 to 1.031). Heterogeneity was moderate to high, Egger's test did not indicate any evidence of publication bias; however, both visual inspection of the Funnel plot and Duval and Tweedie's trim and fill method indicated potentially three missing studies for critical thinking ability and two for critical thinking disposition. Additionally, we analysed the potential moderating effect of students' demographic characteristics, educational conditions, concept mapping elaboration methods and allocation type. Allocation type was a significant moderator, having a strong effect on concept mapping for critical thinking abilities in randomised studies (g = 0.739, 95% CI 0.356 to 1.122), but its effect is low in non-randomised studies (g = 0.265, 95% CI 0.014 to 0.517).  相似文献   

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