scholarly journals Undergraduate Students with Strong Tendencies Towards Critical Thinking Experience Less Library Anxiety

2009 ◽  
Vol 4 (4) ◽  
pp. 63 ◽  
Author(s):  
Cari Merkley
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Research Skills ◽  
Thinking Dispositions ◽  
Library Anxiety ◽  
Self Confidence ◽  
Critical Thinking Dispositions ◽  
Survey Instruments ◽  
The Difference ◽  
Thinking Disposition

A Review of: Kwon, Nahyun. “A Mixed-Methods Investigation of the Relationship between Critical Thinking and Library Anxiety among Undergraduate Students in their Information Search Process.” College & Research Libraries 69.2 (2008): 117-31. Objective – To investigate the nature of the association between a student’s critical thinking disposition and the extent to which they suffer from library anxiety. Design – Standardized quantitative survey instruments and a qualitative content analysis of student essays. Setting – A state (publically funded) research university located in the southeast United States. Subjects – 137 undergraduate students enrolled in the Library and Research Skills course. Methods – Undergraduate students enrolled in the three-credit course Library and Research Skills during the spring 2006 semester were invited to participate in the study. Of 180 students registered in the course, 137 volunteered to take part. Data collection took place in the first two weeks of the semester. Participants were asked to complete two standardized survey instruments: the California Critical Thinking Disposition Inventory (CCTDI) and the Library Anxiety Scale (LAS). The purpose of the CCTDI is to “measure a person’s disposition to use critical thinking” (119). The instrument consists of seven scales: “truth-seeking”; “open-mindedness”; “analyticity”; “systematicity”; “critical thinking self-confidence”; “inquisitiveness”; and “maturity” (119). “Truth-seeking” is a commitment to seeking answers even if the process proves difficult or reveals information outside of one’s belief system, “systematicity” is defined as an organized approach to problem solving, and “maturity” is the ability to make “reflective decisions when facing ill-structured problem situations” (119). “Analyticity” refers to a subject’s ability to anticipate possible outcomes, “open-mindedness” to being open to different points of view, “critical thinking self- confidence” to a belief in one’s own critical thinking skills, and “inquisitiveness” to “intellectual curiosity” (119). Participants scored 75 items using a six-point Likert-type scale. The LAS measures levels of library anxiety by asking students to respond to 43 statements using a five-point point Likert-type scale. The LAS is designed to identify perceived roadblocks to their students’ use of the library, including “barriers with staff” or staff who are not helpful, “affective barriers” or a lack of confidence in one’s research skills, “comfort with the library,” “knowledge of the library,” and “mechanical barriers” such as equipment that is difficult to use (119). In addition, participants were asked to write a 500-1,000 word essay about their “most recent or most memorable experience of using the library and its resources to write a research a paper” (120). Quantitative data collected from the CCTDI and LAS was analyzed using statistical software and the content of the qualitative data generated by the student essays was analyzed to identify common critical thinking and library anxiety themes. Main Results – Only a small percentage (6%) of participants in the study were freshman (i.e., in their first year of study). The largest group was comprised of third year students or juniors (41.8%), followed by sophomores (27.6%) and seniors (21.6%). The participants ranged in age from 18 to 60, with an average age of 22.9 years. Over 68% percent were female. Overall, a higher percentage of study participants scored lower on the CCTDI across all seven scales than a normative sample of undergraduate students. A score below 40 on a particular scale is considered by the instrument developers to be an indication of weakness in that particular dimension of critical thinking. The participants’ mean score for each of the seven scales fell below this threshold. Areas of particular weakness were truth-seeking (82% of students scored below 40), systematicity (63% scored below 40), and maturity (55% below 40). The researcher ranked the students by their total CCTDI scores, and then divided the subjects into three equal groups. The 37 students with the highest overall CCTDI scores were labelled the strong critical thinking dispositions (CTD) group. The 37 students with the lowest overall CCTDI scores formed the weak CTD group. The mean LAS scores of participants in each group were then compared. A higher LAS score is indicative of a higher level of library anxiety. Students with strong CTD demonstrated significantly less library anxiety than those with weak critical thinking dispositions (an overall mean score of 93.03 versus 111.13). When it came to the five dimensions of library anxiety, the difference in the mean scores between the two groups was greatest for staff barriers (30.88 for participants with strong CTD versus 38.20 for those weak CTD) and affective barriers (27.24 versus 32.94). The difference in scores for anxiety arising from mechanical barriers was lower (0.83), but still statistically significant (p

scholarly journals A Mixed-Methods Investigation of the Relationship between Critical Thinking and Library Anxiety among Undergraduate Students in their Information Search Process

2008 ◽  
Vol 69 (2) ◽  
pp. 117-131 ◽  
Author(s):  
Nahyun Kwon
Keyword(s):  
Critical Thinking ◽  
Undergraduate Students ◽  
Information Search ◽  
Thinking Dispositions ◽  
Library Anxiety ◽  
Critical Thinking Dispositions ◽  
Library Use ◽  
Survey Instruments ◽  
Affective Information ◽  
The Relationship

This study investigated the nature of associations between critical thinking dispositions and library anxiety among 137 undergraduate students. The study was conducted by administering standardized survey instruments and by analyzing the contents of student essays on critical incidents of their library use experience. The results of these quantitative and qualitative investigations consolidated each other by revealing negative associations between the two variables. An interactive model of critical thinking and library anxiety emerged from the investigation, showing how they interact with each other during the library use process. Both theoretical and practical implications of the findings were discussed within the frameworks of affective information behavior and information literacy, respectively.

Reading the Book versus ‘Reading’ the Film: Cinematic Adaptations of Literature as Catalyst for EFL Students’ Critical Thinking Dispositions

2016 ◽  
Vol 7 (2) ◽  
pp. 252 ◽  
Author(s):  
Sara Djamàa
Keyword(s):  
Critical Thinking ◽  
Future Research ◽  
Literature Instruction ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Book Versus ◽  
Efl Students ◽  
The Difference ◽  
Thinking Disposition ◽  
Contrast Group

This true experimental study investigates the effect of combining the reading of literature with the ‘reading’ of film on nurturing EFL (English as a Foreign Language) students’ critical thinking dispositions in areas of truth-seeking, open-mindedness, inquisitiveness, analyticity, systematicity, confidence in reasoning, and maturity of judgment. It was conducted with 50 third year students enrolled at the department of English in Chadli Bendjedid University in Algeria. The contrast group (n=26) took two semesters of a regular literature course whereas the treatment group (n=24) took one semester of typical literature instruction and a second of a reading and viewing course. The California Critical Thinking Disposition Inventory (CCTDI) was used as both a pretest and posttest to assess participants’ overall critical thinking dispositions and scale results. Data were analyzed quantitatively using inferential statistics that included Cronbach’s alpha reliability coefficient, means, standard deviations, t-statistics and Cohen’s d effect size. Empirical findings revealed that the difference in the progress both groups manifested proved non-significant in all seven dispositions to think critically. Results’ interpretation, pedagogical implications, limitations and future research directions are examined.

scholarly journals The critical thinking dispositions of students around coffee plantation area in solving algebraic problems

2018 ◽  
Vol 7 (2.10) ◽  
pp. 18
Author(s):  
Kurniati Dian ◽  
Zayyadi Moh
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Video Recording ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Research Subjects ◽  
Coffee Plantation ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition

The present study aimed at describing the dispositions of students around a coffee plantation in solving algebraic problems, especially those pertaining to fraction and comparison. Critical thinking disposition denotes the initial milestone to developing students’ critical thinking skills. The study investigated four components of critical thinking dispositions, comprising of truth-seeking, open-mindedness, self-confidence, and inquisitiveness. The subjects under investigation were 45 students at the second grade of a junior high school situated around Garahan coffee plantation in Jember district, East Java, Indonesia. The study covered several phases, inter alia, (1) describing problems on Algebra to the students, (2) recording any activities of the research subjects when doing tasks given, (3) analyzing the students’ answer sheets based on four components of critical thinking dispositions, (4) conducting method triangulation projected to confirm the preliminary findings on the students critical thinking dispositions, and (5) determining the students’ critical thinking dispositions based on the results of direct observation, video recording, and interview. The study gained several findings related to the students’ dispositions. First, the students’ tendency in truth-seeking was characterized by their analysis on the problems given on themes regarding coffee. This prevented them from making mistakes as they checked some information, be it known or unknown, as the bases for problem solving. However, not every student was aware of what was unknown about the problem or what was required to solve the problem. Second, their tendency in open-mindedness was evinced by the fact that they were assured of their answer as they related it to their experience in planting coffee. Nevertheless, some students tended to ask their parent when they had to determine the amount of diameter comparison between two logs to be connected. Third, they tended to be confident in solving problems given as they had experienced the activities described in the problem when they assisted their parents in planting coffee, but still some students had yet to be sure of their answers as they lacked the experience in planting coffee. Lastly, they tended to possess sound inquisitiveness concerning various issues pertinent to solving algebraic problems, especially themed on coffee. They acquired the inquisitiveness by observing the actual activity in their environment. Nonetheless, their inquisitiveness could not be generalized to algebraic lessons at school. 

scholarly journals THE RELATION BETWEEN TEACHERS' ATTITUDES TOWARDS RENEWABLE ENERGY SOURCES AND CRITICAL THINKING DISPOSITIONS

2019 ◽  
Vol 18 (5) ◽  
pp. 717-731
Author(s):  
Gokhan Guven ◽  
Nevin Kozcu Cakir
Keyword(s):  
Renewable Energy ◽  
Critical Thinking ◽  
Prospective Teachers ◽  
Renewable Energy Sources ◽  
Energy Sources ◽  
Data Set ◽  
Critical Thinking Disposition ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition

In this research, it was aimed to explore the relation between attitude towards renewable energy sources and critical thinking disposition. For this purpose, relational survey model was used in the research. The research group consisted of 468 prospective teachers studying in faculty of education in a public university in the fall semester of 2018-2019 academic year. Renewable Energy Sources Attitude Scale in order to evaluate prospective teachers' attitudes towards renewable energy sources, and Critical Thinking Disposition Scale for evaluating critical thinking dispositions were used. In the research, the relation between the data set for attitude towards renewable energy sources comprising of variables which are application request, importance of education, country interest, environmental awareness and investments and the data set for critical thinking disposition comprising of variables which are metacognition, flexibility, systematicity, tenacity-patience, open-mindedness by the canonical analysis. As a result of the canonical correlation analysis, a significant relation was found between the attitudes towards renewable energy sources and the critical thinking dispositions and it was found that the common variance shared between the data sets was 22.23%. Keywords: renewable energy, critical thinking disposition, prospective teachers, relational survey model.

scholarly journals Critical Thinking Disposition: The Effects of Infusion Approach in Engineering Drawing

2017 ◽  
Vol 6 (3) ◽  
pp. 305 ◽  
Author(s):  
Norazlinda Mohd Darby ◽  
Abdullah Mat Rashid
Keyword(s):  
Critical Thinking ◽  
Treatment Group ◽  
Thinking Skills ◽  
Control Group ◽  
Engineering Drawing ◽  
Higher Order Thinking Skills ◽  
Critical Thinking Disposition ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
Thinking Disposition

Critical Thinking Disposition is known as an important factor that drives a student to use Higher Order Thinking Skills (HOTS) in order to solve engineering drawing problems. Infusing them while teaching the subject may enhance students’ disposition and higher order thinking skills. However, no research has been done in critical thinking disposition while teaching engineering drawing. The current study is to evaluate how critical thinking disposition infused in Engineering Drawing affected students’ thinking disposition. Quasi-experimental with non-equivalent control group design was conducted on the groups from two different Technical Matriculation College for 8 weeks. Two teaching methods, which are Conventional approach and Infusion Approach, were used while teaching Engineering Drawing for control group and treatment group. Control group with 29 students and treatment group consist of 31 students were selected as samples. Pre-test shows that there is no significant different in critical thinking dispositions between control group and treatment group. However, the result in post-test shows that treatment group was significantly higher in critical thinking dispositions compared to control group.

scholarly journals Critical thinking dispositions of baccalaureate nursing students and their educators: A cross-sectional analytical study

2021 ◽  
Vol 4 (1) ◽  
pp. 9-15
Author(s):  
Nuzhat Sultana ◽  
Raisa Begum Gul
Keyword(s):  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Baccalaureate Nursing ◽  
Study Data ◽  
Cross Sectional ◽  
Factors Affecting ◽  
Thinking Dispositions ◽  
Critical Thinking Dispositions ◽  
The Difference

Background: Critical thinking is an imperative outcome of nursing education. However, several factors contribute to the development of critical being including critical thinking dispositions (CTDs). Objective: This study aimed to assess the critical thinking dispositions and factors affecting critical thinking dispositions of BScN students and their educators in twin city Rawalpindi and Islamabad, Pakistan. Methodology: A cross- sectional analytical design was used in this study. A consecutive sample of 215 BScN students and 63 educators participated in the study. Data were collected via Pakistan-Critical Thinking Dispositions Scale (P-CTDS) comprising 54 items under the seven constructs; responses were measured on 5-points Likert scale. Data were analyzed with SPSS version 22. Results: The findings showed that 52% of the educators were at the developed level of CTDs and nearly 48% at the developing level; whereas 76% students were inclined towards CTD and only 23% were found at the developed level of CTDs. Although with considerable difference in the scores of the 7 constructs, both, students and educators obtained highest scores on inquisitiveness and contextual perspective. Similarly, students and educators obtained low score on open-mindedness. The difference between students and their teachers was statistically significant for the total scores of CTDs as well as for the scores of six of seven constructs. Conclusion: Although educators exhibited stronger CTDs than their students, both have room for improvement, specifically their open mindedness. If educators are willing to challenge their personal assumptions, students will also emulate them.

scholarly journals Analysis of Critical Thinking Dispositions Regarding Teachers’ Schematic Representation of Resource Systems

2021 ◽  
Vol 10 (4) ◽  
pp. 129
Author(s):  
Menekse Seden Tapan-Broutin ◽  
Sirin Ilkorucu
Keyword(s):  
Critical Thinking ◽  
Mathematics Teacher ◽  
Teacher Candidates ◽  
Schematic Representation ◽  
Thinking Dispositions ◽  
Self Confidence ◽  
Critical Thinking Dispositions ◽  
Faculty Of Education ◽  
Resource System ◽  
Resource Systems

Studies in recent years have focused heavily on teacher practice and analyzing textbooks and their contents. The schematic representation of the resource system can be used to analyze the composition of teachers’ creation of the document. It is also thought to be an effective process for revealing their critical thinking dispositions. This study aims to determine whether teacher candidates reflect critical thinking dispositions to their schematic representation of the resource systems. The case study design, one of the qualitative research methods, was used in this study. The research was conducted with 26 third-year students from the mathematics department in the faculty of education. In this study, it has been revealed that teacher candidates reflect the resources and critical thinking dispositions they preferred in their schematic representations of resource systems. The five themes “truth-seeking”, “open-minded”, “analytic”, “systematic” and “self-confidence” were found in the schematic presentation of mathematics teacher candidates’ critical thinking dispositions. Also, it was noted that mathematics teacher candidates were more oriented towards digital resources, especially internet resources. As a result, this study showed the resources that affect the professional development of teacher candidates and the relationships between these resources and their critical thinking orientations by the schematic representation of the resource system.

scholarly journals A comparison between Chinese and American male and female college students’ critical thinking dispositions

2021 ◽  
Vol 10 (3) ◽  
pp. 221258682110469
Author(s):  
Susan K Dennett ◽  
Michael A DeDonno
Keyword(s):  
College Students ◽  
Critical Thinking ◽  
Quantitative Research ◽  
Leadership Skills ◽  
Female College Students ◽  
Thinking Dispositions ◽  
Training Development ◽  
Critical Thinking Dispositions ◽  
And Gender ◽  
Thinking Disposition

This quantitative research study compared the critical thinking dispositions of 91 college students studying in a public university in South East Florida. Forty-one students identified as Chinese and 50 students identified as American. The California Critical Thinking Disposition Inventory (CCTDI) measured these students’ critical thinking dispositions. There were differences between students on the scale of open-mindedness and gender. A dis-ordinal interaction occurred. American males scored lower than American females on the CCTDI scale of open-mindedness. However, the opposite occurred for the Chinese students. Chinese males received a higher score on the CCTDI scale of open-mindedness than Chinese females. These findings are significant for educators and organizations when designing curriculum and workplace training development for leaders. Being open-minded feeds into decision-making and problem-solving are skills which are necessary for leadership. It is helpful to understand which variables impact individual’s disposition to critical thinking so that leadership skills can be developed.

Translation and Validation of a Turkish Version of the California Critical Thinking Disposition Inventory

2013 ◽  
Vol 41 (2) ◽  
pp. 187-196 ◽  
Author(s):  
Gökhan İskifoğlu ◽  
Ali Sidki Ağazade
Keyword(s):  
Critical Thinking ◽  
Psychometric Properties ◽  
Factor Model ◽  
Turkish Version ◽  
Critical Thinking Disposition ◽  
Thinking Dispositions ◽  
Cross Cultural Comparison ◽  
Critical Thinking Dispositions ◽  
Turkish University Students ◽  
Thinking Disposition

In this study, we translated into Turkish and carried out a validation process of the California Critical Thinking Disposition Inventory (CCTDI; Facione, 1990), a multidimensional inventory of students' evaluation of critical thinking dispositions. The goals were to translate the CCTDI into Turkish, assess the psychometric properties, and examine the factorial validity of the hypothesized 7-factor model through confirmatory factor analysis, with a view to using this instrument for assessment in teacher education programs in Turkey. Based on data from 583 Turkish university students, the translated Turkish version of the CCTDI displayed positive psychometric properties, thus supporting the applicability of the CCTDI in the Turkish educational context. However, analysis of the factorial structure produced a poor fit of the hypothesized multidimensional model of the CCTDI to the observed data. The results of further analysis, based on the modification indices, provided support for the use, for cross-cultural comparison, of a 4-factor model with a reduced number of items.

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