Predictors of critical thinking in spanish university students

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

ISSN: 1696-4713

Year of publication: 2024

Volume: 22

Issue: 3

Pages: 23-45

Type: Article

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

More publications in: REICE: Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación

Abstract

Critical thinking (CT) is essential for the academic and professional success of university students, yet understanding its complexities remains challenging. This study examines the impact of various predictors on CT and its dimensions (argument analysis/evaluation and problem-solving) among Spanish university students. Using a hierarchical linear regression model with three levels, incorporating individual and contextual variables, data from a sample of 5,238 students across various Spanish universities were analysed. The results revealed significant effects of several predictors on CT and its dimensions, including gender (favouring males), year of study (favouring students in higher years), academic performance (favouring students with higher grades), type of degree (favouring students in double degree programs), and university ownership (favouring public universities). The study underscores the importance of addressing these predictors to enhance CT and promote academic and professional success. Recognising limitations, further research is needed to explore additional predictors, refine models, and deepen the understanding of CT in higher education.

Bibliographic References

  • Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 85(2), 275-314. https://doi.org/10.3102/0034654314551063
  • Akpur, U. (2020). Critical, reflective, creative thinking and their reflections on academic achievement. Thinking Skills and Creativity, 37. https://doi.org/10.1016/j.tsc.2020.100683
  • Aktoprak, A., & Hursen, C. (2022). A bibliometric and content analysis of critical thinking in primary education. Thinking Skills and Creativity, 44, 101029. https://doi.org/10.1016/J.TSC.2022.101029
  • Archila, P. A., Molina, J., Danies, G., Truscott De Mejía, A.-M., & Restrepo, S. (2022). Using the controversy over human race to introduce students to the identification and the evaluation of arguments. Science & Education, 31, 861-892. https://doi.org/10.1007/s11191-021-00299-8
  • Avinante, M. D. P., Tayao, J. C., Mangalile, M. J., Ramos, P., & Japco, K. M. (2019). Examining the critical thinking and decision making skills as graduate attributes. En VVAA. (Orgs.), GLOCAL conference proceedings (pp. 298-307). GLOCAL.
  • Bellaera, L., Weinstein-Jones, Y., Ilie, S., & Baker, S. T. (2021). Critical thinking in practice: The priorities and practices of instructors teaching in higher education. Thinking Skills and Creativity, 41(5), 100856. https://doi.org/10.1016/j.tsc.2021.100856
  • Bezanilla, M. J., Poblete, M., Fernández, D., Arranz, S., & Lucía, C. (2018). El pensamiento crítico desde la perspectiva de los docentes universitarios [Critical thinking from the perspective of university teachers]. Estudios Pedagógicos, 44(1), 89-113. https://doi.org/10.4067/s0718-07052018000100089
  • Braun, H. I., Shavelson, R. J., Zlatkin-Troitschanskaia, O., & Borowiec, K. (2020). Performance assessment of critical thinking: Conceptualization, design, and implementation. Frontiers in Education, 5, 1-10. https://doi.org/10.3389/feduc.2020.00156
  • Celik, I. (2016). The link between critical thinking dispositions and life satisfaction among university students: The mediating role of meaning in life. Ozean Journal of Social Science, 8(3), 67-83. https://doi.org/10.13140/RG.2.2.35196.44167
  • Chatfield, T. (2022). Critical thinking: Your guide to effective argument, successful analysis and independent study. Sage.
  • Cottrell, S. (2017). Critical thinking skills: developing effective analysis and argument. Palgrave.
  • D’Alessio, F. A., Avolio, B. E., & Charles, V. (2019). Studying the impact of critical thinking on the academic performance of executive MBA students. Thinking Skills and Creativity, 31, 275-283. https://doi.org/10.1016/j.tsc.2019.02.002
  • Da San Martino, G., Cresci, S., Barrón-CedeñoCede, A., Yu, S., Di Pietro, R., & Nakov, P. (2020). A survey on computational propaganda detection. UNESCO.
  • Davies, M. (2015). A model of critical thinking in higher education. In M. B. Paulsen (Ed.), Higher education: Handbook of theory and research (pp. 41-92). Springer Cham. https://doi.org/10.1007/978-3-319-12835-1
  • Dwyer, C. P. (2017). Critical thinking: Conceptual perspectives and practical guidelines. Cambridge University Press.
  • Eemeren, F. H., & Henkemans, A. F. S. (2016). Argumentation: Analysis and evaluation. Routledge.
  • Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational Leadership, 43(2), 44-48.
  • Ennis, R. H. (2018). Critical thinking across the curriculum: A vision. Topoi, 37(1), 165-184. https://doi.org/10.1007/s11245-016-9401-4
  • Fernández-Mellizo, M., & Salvo, C. (2019). Los estudiantes de nuevo grado en la Universidad Complutense de Madrid en el curso 2017-18: Vías de diferenciación en el interior de la universidad [New undergraduate students at the Complutense University of Madrid in the 2017-18 academic year: differentiation pathways within the university]. Observatorio del Estudiante UCM.
  • García Ruiz, M., Gutiérrez Olivar, V., Del Socorro Rayas, J. G. R., & Vázquez-Alonso, A. (2020). Los efectos de la temática socioambiental en las habilidades de pensamiento crítico del futuro profesorado de primaria [The effects of socio-environmental themes on the critical thinking skills of future primary school teachers]. Tecné, Episteme y Didaxis, 48, 75-90. https://doi.org/10.17227/ted.num48-12382
  • Gobierno de España, M. de U. (2022). Datos y cifras del sistema universitario español (2021-2022). M. de U. Gobierno de España.
  • Gul, M. G., & Akcay, H. (2020). Structuring a new socioscientific issues (SSI) based instruction model: Impacts on pre-service science teachers’ (PSTs) critical thinking skills and dispositions. International Journal of Research in Education and Science, 6(1), 141-159. https://doi.org/10.46328/ijres.v6i1.785
  • Gutiérrez Ujaque, D., & Fernandez Rodrigo, L. (2021). El Enfoque de transpraxis en educación superior: Orientaciones metodológicas a partir de un estudio de caso [The transpraxis approach in higher education: methodological orientations from a case study]. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 19(4), 163-180. https://doi.org/10.15366/reice2021.19.4.010
  • GDPR. (2016). Regulation (eu) 2016/679 of the european parliament and of the council of 27 april 2016 on the protection of natural persons with regard to the processing of personal data and on the free movement of such data, and repealing directive 95/46. Official Journal of the European Union, 59(1), 1-88.
  • Halpern, D. F. (2014). Thought and knowledge: An introduction to critical thinking. Psychology Press.
  • Hatcher, K., & Possin, D. (2020). Commentary. In F. Fasko and D. Fair (Eds.), Critical thinking and reasoning. theory, development, instruction, and assessment (pp. 298-322). Brill/ Sense Publishing. https://doi.org/10.4135/9781412991445.d102
  • Heard, J., Scoular, C., Duckworth, D., Ramalingam, D., & Teo, I. (2020). Critical thinking: Skill development framework. The Australian Council for Educational Research, 36, 1-26.
  • Hill, T. V. (2002). The relationship between critical thinking and decision-making in respiratory care students. Respiratory Care, 47(5), 571-577.
  • Howard, L. W., Tang, T. L. P., & Jill Austin, M. (2015). Teaching critical thinking skills: ability, motivation, intervention, and the pygmalion effect. Journal of Business Ethics, 128(1), 133-147. https://doi.org/10.1007/s10551-014-2084-0
  • Huang, L., Liang, Y. L., Hou, J. J., Thai, J., Huang, Y. J., Li, J. X., Zeng, Y., & Zhao, X. D. (2019). General self-efficacy mediates the effect of family socioeconomic status on critical thinking in Chinese medical students. Frontiers in Psychology, 9(1), 1-7. https://doi.org/10.3389/fpsyg.2018.02578
  • Huber, C. R., & Kuncel, N. R. (2016). Does college teach critical thinking? A meta-analysis. Review of Educational Research, 86(2), 431-468. https://doi.org/10.3102/0034654315605917
  • Hunter, S., Pitt, V., Croce, N., & Roche, J. (2014). Critical thinking skills of undergraduate nursing students: Description and demographic predictors. Nurse Education Today, 34(5), 809–814. https://doi.org/10.1016/j.nedt.2013.08.005
  • Indrašien?, V., Jegelevi?ien?, V., Merfeldait?, O., Penkauskien?, D., Pivorien?, J., Railien?, A., Sadauskas, J., & Valavi?ien?, N. (2021). Critical thinking in higher education and labour market. Peter Lang International Academic Publishers. https://doi.org/10.3726/18636
  • Kanwal, A., & Butt, I. H. (2021). Impact of critical thinking skills on prospective teachers’ academic achievement. Review of Applied Management and Social Sciences, 4(4), 773-781. https://doi.org/10.47067/ramss.v4i4.182
  • Kleemola, K., Hyytinen, H., & Toom, A. (2022). Critical thinking and writing in transition to higher education in Finland: Do prior academic performance and socioeconomic background matter? European Journal of Higher Education, 1, 1-21. https://doi.org/10.1080/21568235.2022.2075417
  • Koc, N., & Celik, B. (2015). The impact of number of students per teacher on student achievement. Social and Behavioral Sciences, 177, 65-70. https://doi.org/10.1016/j.sbspro.2015.02.335
  • Kweon, B. S., Ellis, C. D., Lee, J., & Jacobs, K. (2017). The link between school environments and student academic performance. Urban Forestry and Urban Greening, 23, 35-43. https://doi.org/10.1016/j.ufug.2017.02.002
  • Liu, F., & Stapleton, P. (2014). Counterargumentation and the cultivation of critical thinking in argumentative writing: Investigating washback from a high-stakes test. System, 45(1), 117-128. https://doi.org/10.1016/J.SYSTEM.2014.05.005
  • Liu, N. Y., Hsu, W. Y., Hung, C. A., Wu, P. L., & Pai, H. C. (2019). The effect of gender role orientation on student nurses’ caring behaviour and critical thinking. International Journal of Nursing Studies, 89, 18-23. https://doi.org/10.1016/j.ijnurstu.2018.09.005
  • Magrabi, S. A. R., Pasha, M. I., & Pasha, M. Y. (2018). Classroom teaching to enhance critical thinking and problem-solving skills for developing IOT applications. Journal of Engineering Education Transformations, 31(3), 152-157.
  • Marttunen, M., Salminen, T., & Utriainen, J. (2021). Student evaluations of the credibility and argumentation of online sources. Journal of Educational Research, 114(3), 294-305. https://doi.org/10.1080/00220671.2021.1929052
  • Nanova, P., Kolev, V., & Yordanova, J. (2022). Neurophysiological basis of the cognitive gender differences in adulthood in humans. evidence from event-related brain potentials. Proceedings of the Bulgarian Academy of Sciences, 75(2), 161-177. https://doi.org/10.7546/CRABS.2022.02.01
  • OECD. (2017). PISA 2015 assessment and analytical framework: Science, reading, mathematic, financial literacy and collaborative problem solving, OECD Publishing.
  • Onen, D. (2019). Cultivating critical thinking amongst university graduate students. In AA.VV (Coords.), Handbook of research on promoting higher-order skills and global competencies in life and work (pp. 209-224). IGI Global.
  • Paul, R., & Elder, L. (2006). The miniature guide to critical thinking. Concepts and tools. The Foundation for Critical Thinking.
  • Paul, R., & Elder, L. (2019). A guide for educators to critical thinking competency standards: standards, principles, performance indicators, and outcomes with a critical thinking master rubric. The Foundation for Critical Thinking.
  • Rivas, S. F. & Saiz, C. (2023). Evaluation of the effectiveness of the ardesos-diaprove critical thinking training programme. Thinking Skills and Creativity, 48, 101306. https://doi.org/10.1016/j.tsc.2023.101306
  • Roohr, K., Olivera-Aguilar, M., Ling, G., & Rikoon, S. (2019). A multi-level modeling approach to investigating students’ critical thinking at higher education institutions. Assessment and Evaluation in Higher Education, 44(6), 946-960. https://doi.org/10.1080/02602938.2018.1556776
  • Schoenfeld, A. H. (1980). Teaching problem-solving skills. The American Mathematical Monthly, 87(10), 794–805. https://doi.org/10.1080/00029890.1980.11995155
  • Shanta, S., & Wells, J. G. (2020). T/E design based learning: Assessing student critical thinking and problem solving abilities. International Journal of Technology and Design Education, 32(1), 267-285. https://doi.org/10.1007/s10798-020-09608-8
  • Shavelson, R. J., Zlatkin-Troitschanskaia, O., Beck, K., Schmidt, S., & Marino, J. P. (2019). Assessment of university students’ critical thinking: next generation performance assessment. International Journal of Testing, 19(4), 337-362. https://doi.org/10.1080/15305058.2018.1543309
  • Siegel, H. (1988). Educating reason: Rationality, critical thinking, and education. Taylor & Francis.
  • Sladek, R. M., Bond, M. J., & Phillips, P. A. (2010). Age and gender differences in preferences for rational and experiential thinking. Personality and Individual Differences, 49(8), 907-911. https://doi.org/10.1016/j.paid.2007.03.006
  • Stoesz, B. M., Eaton, S. E., & Seeland, J. (2022). Critical thinking as an antidote to contract cheating. In J. Eaton, S. E. Curtis, G. J. Stoesz, B. M. Clare, J. Rundle and K. Seeland (Eds.), Contract cheating in higher education (pp. 1-12). Palgrave Macmillan. https://doi.org/10.1007/978-3-031- 12680-2_8
  • Tiruneh, D. T., De Cock, M., Weldeslassie, A. G., Elen, J., & Janssen, R. (2017). Measuring critical thinking in physics: Development and validation of a critical thinking test in electricity and magnetism. International Journal of Science and Mathematics Education, 15(4), 663-682. https://doi.org/10.1007/s10763-016-9723-0
  • Uslu, S. (2020). Critical thinking dispositions of social studies teacher candidates. Asian Journal of Education and Training, 6(1), 72-79. https://doi.org/10.20448/journal.522.2020.61.72.79
  • Veliz, L., & Veliz-Campos, M. (2019). An interrogation of the role of critical thinking in English language pedagogy in Chile. Teaching in Higher Education, 24(1), 47-62. https://doi.org/10.1080/13562517.2018.1456424
  • Vong, S. A., & Kaewurai, W. (2017). Instructional model development to enhance critical thinking and critical thinking teaching ability of trainee students at regional teaching training center in Takeo province, Cambodia. Journal of Social Sciences, 38(1), 88-95. https://doi.org/10.1016/J.KJSS.2016.05.002
  • Wechsler, S. M., Saiz, C., Rivas, S. F., Vendramini, C. M. M., Almeida, L. S., Mundim, M. C., & Franco, A. (2018). Creative and critical thinking: Independent or overlapping components? Thinking Skills and Creativity, 27, 114-122. https://doi.org/10.1016/j.tsc.2017.12.003