The influence of parental rearing styles on university students’ critical thinking dispositions: The mediating role of self-esteem

2020 ◽  
Vol 37 ◽  
pp. 100679 ◽  
Author(s):  
Yangyang Wang ◽  
Tomoyasu Nakamura ◽  
Wakako Sanefuji
Keyword(s):  
Critical Thinking ◽  
University Students ◽  
Self Esteem ◽  
Thinking Dispositions ◽  
Mediating Role ◽  
Critical Thinking Dispositions ◽  
Parental Rearing ◽  
Parental Rearing Styles

Spiritual Health and Resilience Among University Students: the Mediating Role of Self-Esteem

2019 ◽  
Vol 69 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Mitra Borji ◽  
Nadereh Memaryan ◽  
Zahra Khorrami ◽  
Elahe Farshadnia ◽  
Maryam Sadighpour
Keyword(s):  
University Students ◽  
Self Esteem ◽  
Spiritual Health ◽  
Mediating Role

Relationship Between Positive Childhood Experiences and Psychological Resilience in University Students: The Mediating Role of Self-Esteem

2021 ◽  
pp. 1-12
Author(s):  
Metin Kocatürk ◽  
İlhan Çiçek
Keyword(s):  
University Students ◽  
School Psychologists ◽  
Psychosocial Development ◽  
Structural Equation ◽  
Self Esteem ◽  
Psychological Resilience ◽  
Childhood Experiences ◽  
Mediating Role ◽  
Resilience Scale

Abstract Childhood experiences can affect individuals’ self-esteem and psychological resilience during personality and psychosocial development in adolescence and adulthood. The effect of positive childhood experiences on adulthood has rarely been investigated, with most studies focusing on negative aspects of childhood. Evidence shows that they also influence the development of psychological resilience and self-esteem. This study examined the relationship between positive childhood experiences, self-esteem, and psychological resilience. A total of 570 university students completed the Positive Childhood Experience Scale, Brief Resilience Scale and Rosenberg Self-Esteem Scale. The results of structural equation modelling indicated that positive experiences significantly predicted self-esteem and resilience. Self-esteem also predicted psychological resilience. Most importantly, positive childhood experiences had an indirect effect on resilience through self-esteem. The results suggest that focusing on positive aspects of childhood is as important and functional as dealing with negative ones to contribute to self-esteem and resilience. We suggest that school psychologists and counsellors could integrate these results into intervention programs to improve resilience through increased self-esteem.

scholarly journals Critical Thinking Dispositions and Self-esteem among Nursing Students

2020 ◽  
Vol 15 (2) ◽  
pp. 9-16
Author(s):  
Hng Siew Hong ◽  
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Nursing Student ◽  
Self Esteem ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Critical Thinking Disposition ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition

Critical thinking skill is an important skill for nurses to make a better clinical decision in providing safe care. Critical thinking dispositions development is supported with sufficient self-esteem. The present study aimed to measure the level of critical thinking disposition and self-esteem among undergraduate nursing students in a public university in Malaysia. A cross-sectional study was carried out in a university involving 99 students. Data were collected by self-report questionnaires and analysed quantitatively. A total of 97% of the nursing student had a high level of critical thinking dispositions. Almost¾3/4 of the students had a moderate level of perceived self-esteem (74.7%). The critical thinking dispositions were significantly related to perceived self-esteem (p<0.044). Overall, the nursing student of this study had high critical thinking disposition and moderate self-esteem, which is very important for them to become a good nurse with critical thinking skill in the future.

scholarly journals Libri ad Nauseam: The Critical Thinking Textbook Glut

Paideusis ◽  
2020 ◽  
Vol 21 (1) ◽  
pp. 39-48
Author(s):  
Benjamin Hamby
Keyword(s):  
Critical Thinking ◽  
Informal Logic ◽  
Theoretical Understanding ◽  
Argument Analysis ◽  
Sixth Edition ◽  
Analysis And Evaluation ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions

Critical thinking instructors are faced with an overwhelming number of textbooks to choose from for their courses. Many of these texts do not reflect an awareness of current scholarship in critical thinking and informal logic. I argue that instructors should only adopt textbooks that reflect a sound theoretical understanding of the topic by acknowledging the central role of critical thinking dispositions, offering a more nuanced approach to the teaching of fallacies and of inference, stressing dialectic and argument revision, focusing on the analysis and evaluation of real arguments, and broadening the scope of critical thinking beyond argument analysis and evaluation. To support instructors in this regard, I critique one popular textbook now in its sixth edition that does not satisfy many of these criteria, Munson and Black (2012), and applaud one new textbook that I find does succeed on many of these fronts, Bailin and Battersby (2010).

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