Predicting Beliefs in Psychological Misconceptions with Psychology Knowledge and the Critical Reflection Test: A Replication and Extension

2021 ◽  
pp. 009862832110416
Author(s):  
Kit W. Cho
Keyword(s):  
Critical Reflection ◽  
Online Survey ◽  
Effective Means ◽  
Thinking Skills ◽  
Thinking Style ◽  
Analytical Thinking ◽  
Psychology Courses ◽  
Erroneous Beliefs ◽  
Academic Information ◽  
Teaching Implications

Background Psychological misconceptions permeate our culture, with many people endorsing these erroneous beliefs. Objective The purpose of this study was to replicate and extend previous findings that reported psychology knowledge and cognitive thinking style predict undergraduates’ beliefs in psychological misconceptions. Method Two hundred and ninety-six undergraduates participated in an online survey in which they completed a psychological misconceptions questionnaire and the Critical Reflection Test (CRT). Participants’ academic information (i.e., number of psychology and non-psychology courses taken and overall psychology GPA) was retrieved via institutional data. Results Number of psychology courses, psychology GPA, and CRT score were all positive correlates of rejecting psychological misconceptions. Conclusion Students who took more and attained higher grades in psychology courses and engaged in more reflective and analytical thinking are less likely to affirm psychological misconceptions. Teaching Implications Psychology courses, particularly those that include activities and assessments to bolster reflective and analytical thinking skills, could be effective means to reduce students’ beliefs in psychological misconceptions.

scholarly journals The Level of Critical and Analytical Thinking Skills among Electrical and Electronics Engineering Students, UKM

2012 ◽  
Vol 8 (16) ◽  
Author(s):  
Hafizah Husain ◽  
Siti Salasiah Mokri ◽  
Aini Hussain ◽  
Salina Abdul Samad ◽  
Rosadah Abd Majid
Keyword(s):  
Engineering Students ◽  
Thinking Skills ◽  
Analytical Thinking

scholarly journals A Program Based on Fiqh al Naazeil for Developing the Analytical Thinking Skills and Awareness of the Contemporary Jurisprudential Issues among the Intermediate Stage Students in the Kingdom of Saudi Arabia

2019 ◽  
Vol 13 (1) ◽  
pp. 194
Author(s):  
Naif A. Al- Otaibi
Keyword(s):  
Saudi Arabia ◽  
Intermediate Stage ◽  
First Grade ◽  
Thinking Skills ◽  
Validity And Reliability ◽  
Kingdom Of Saudi Arabia ◽  
Analytical Thinking ◽  
Islamic Jurisprudence ◽  
Different Dimensions

The present study aimed at preparing a program based on Fiqh Al Nawazel (Contemporary Issues Islamic Jurisprudence) for developing the analytical thinking skills and awareness of the Contemporary Jurisprudence Issues among the intermediate stage students in the Kingdom of Saudi Arabia. To fulfill this purpose, the researcher prepared a list of the analytical thinking skills in the Fiqh curriculum and other dimensions for the awareness of  Contemporary Jurisprudential Issues among the first grade students of the intermediate stage. Moreover, he prepared a test for measuring the analytical thinking skills and a rubric for the awareness of Contemporary Jurisprudential Issues among the students of the first grade intermediate stage, and verified its validity and reliability. The researcher prepared a program for  the study based on the Jurisprudence of Al-Nawazel, including thirteen Jurisprudential Nazilah. The participants of the study were 37 students from the first grade, intermediate stage. The results revealed the effectiveness of the program in developing the analytical thinking skills in Fiqh curriculum, in developing the main analytical thinking skills, and the students' awareness of the contemporary jurisprudence issues as a whole, and in its different dimensions (cognitive, practical and affective). Moreover, the results showed a positive correlational relationship at the level of  0.01 between developing the analytical thinking skills in the jurisprudence Fiqh curriculum and developing the awareness of Contemporary Jurisprudential Issues.

scholarly journals It’s good to talk! Reflective Discussion Forums to support and develop Reflective Practice among Pre-Hospital Emergency Care Practitioners in Ireland.

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Chris O'Connor ◽  
Joe O'Hara
Keyword(s):  
Reflective Practice ◽  
Emergency Care ◽  
Online Survey ◽  
Learning Strategy ◽  
Thinking Skills ◽  
Discussion Forum ◽  
Discussion Forums ◽  
Structured Interviews ◽  
Hospital Emergency ◽  
Confidentiality Agreement

<p><strong>Background</strong></p><p>Since the mid 1980’s, reflective practice has become formally acknowledged and adopted as a key strategy for learning and has become one of the cornerstones of medical education for doctors, nurses, and many of the allied healthcare professions. In the education of pre-hospital emergency care practitioners in Ireland, it is only in the last decade that the notion of reflective practice has been tentatively approached.  Indeed until recently it has largely been ignored by practitioners and educators alike, who have been slow to engage with this new way of learning. This paper explores the attitudes of practitioners to the use of a reflective discussion forum to encourage and support reflection and reflective practice among pre-hospital emergency care practitioners in Ireland.  It also examines the experiences of practitioners who participated in a collaborative reflective discussion forum.</p><p><strong>Literature</strong></p><p>The research was informed by reviewing literature from a number of areas including:  Adult Learning, Reflective Practice, Educational Research directly relating to Emergency Medical Services (EMS), and EMS &amp; Nursing Journals and publications.</p><p><strong>Methodologies</strong></p><p>This paper is part of a larger project which consisted of three cycles of action research.  Data was collected via an online survey questionnaire, and by conducting a series of semi-structured interviews with participants in the reflective discussion forum.  These included all three clinical levels of pre-hospital emergency care practitioners and the three hierarchical levels within the organisation.</p><p><strong>Findings</strong></p><p>The collaborative reflective discussion forum was found to be beneficial.  Among the benefits cited were, the opportunity to draw on the experience of more experienced colleagues, the development of critical thinking skills, and the potential for use as part of a mentoring process.  It was also felt that the collaborative nature of the forum had the potential to improve workplace relationships through the empowerment of the staff. Concerns were raised regarding the potential for abuse and misuse, particularly in relation to the areas of patient confidentiality and a lack of trust within organisations.</p><p><strong>Recommendations</strong></p><p>The establishment of a regular Reflective Discussion Forum within organisations as a key learning strategy. Any collaborative forum must be chaired by a trusted, experienced and highly skilled facilitator. A learning contract for all participants and faculty, including a confidentiality agreement, must be in place prior to the establishment of any collaborative forum.</p>

scholarly journals Humanization through Action Research as Methodology

2016 ◽  
Author(s):  
Jeffrey Radloff ◽  
Cole Joslyn ◽  
Brenda Capobianco
Keyword(s):  
Qualitative Research ◽  
Action Research ◽  
Graduate Students ◽  
Teaching Practices ◽  
Critical Reflection ◽  
Research Study ◽  
Effective Means ◽  
Teacher Educator ◽  
Self Awareness ◽  
Action Strategies

The purpose of this action research study was to critically examine the use of action research as a mechanism to enhance graduate students’ development as emerging qualitative researchers. Although action research has been recognized as an effective means of transforming teaching practices, studies examining its use among graduate students learning to become qualitative researchers are lacking. Participants profiled in this study include two graduate students and one teacher educator. The context of the study was a graduate level course on action research where all three participants identified starting points, employed distinct action strategies, engaged in sustained, critical reflection, and developed metaphors representing their living educational theories of their practice. Results from this study indicate that each participant gained a deeper self-awareness and understanding of enacting qualitative research and furthermore, recognized action research as a powerful humanizing agent.

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