Predictors of critical thinking in spanish university students

  1. Vendrell-Morancho, Mireia
  2. Rodríguez-Mantilla, Jesús Miguel
  3. Fernández-Díaz, Mª José
Revista:
REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación

ISSN: 1696-4713

Año de publicación: 2024

Volumen: 22

Número: 3

Páginas: 23-45

Tipo: Artículo

DOI: 10.15366/REICE2024.22.3.002 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación

Resumen

El pensamiento crítico (PC) es esencial para el éxito académico y profesional del estudiantado universitario, pero entender sus complejidades supone un desafío. Este artículo tiene como objetivo analizar el efecto de diversos predictores en el PC y sus dimensiones (análisis/evaluación de argumentos y resolución de problemas) en el estudiantado universitario español. Para ello, se utilizó un modelo de regresión jerárquico-lineal (con tres niveles) que incorpora variables individuales y contextuales, contando con una muestra de 5.238 estudiantes de diversas universidades españolas. Los resultados revelaron un efecto significativo de varios predictores en el PC y sus dimensiones, entre otros: el género (con medias superiores a favor de los varones), el año de estudio (a favor de los estudiantes con mayor número de años en la universidad), el rendimiento académico (a favor de los estudiantes con mejores calificaciones), el tipo de grado (a favor de los estudiantes de doble grado) o la titularidad de la universidad (a favor de la titularidad pública). Se destaca la importancia de abordar estos predictores para mejorar el PC y promover el éxito académico y profesional. Reconociendo las limitaciones, se requiere más investigación para explorar predictores adicionales, refinar modelos y profundizar en la comprensión del PC en la educación superior.

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