An investigation into the relationship between fiction and nonfiction reading exposure, and factors of critical thinking

Reading fiction has been associated with improved social and imaginative reasoning that could lead to improved critical thinking. This observational study investigated the relationship between fiction and nonfiction exposure, narrative transportation, and factors of critical thinking (critical thinking disposition, and epistemological orientation). Self-selecting participants (N = 335) completed an online survey including an author recognition test and self-report scales. Fiction scores were significantly associated with higher critical thinking disposition, while nonfiction had an inverse effect correlating with lower disposition. Fiction reading was associated with decreased absolutism, and nonfiction score conversely with higher absolutism. Total and nonfiction print exposure were associated with lower multiplism, with no significant association for fiction. Total and fiction print exposure were associated with higher evaluativism, with no significant association for nonfiction. Narrative transportation mediated some of these relationships. These findings provide a basis for further research into reading fiction and nonfiction, and critical thinking.

Who Believes in Conspiracy Theories about the COVID-19 Pandemic in Romania? An Analysis of Conspiracy Theories Believers’ Profiles

The current COVID-19 pandemic has been accompanied by the circulation of an unprecedented amount of “polluted” information, especially in the social media environment, among which are false narratives and conspiracy theories about both the pandemic and vaccination against COVID-19. The effects of such questionable information primarily concern the lack of compliance with restrictive measures and a negative attitude towards vaccination campaigns, as well as more complex social effects, such as street protests or distrust in governments and authorities in general. Even though there is a lot of scholarly attention given to these narratives in many countries, research about the profile of people who are more prone to believe or spread them is rather scarce. In this context, we investigate the role of age, compared with other socio-demographic factors (such as education and religiosity), as well as the role of the media (the frequency of news consumption, the perceived usefulness of social media, and the perceived incidence of fake information about the virus in the media) and the critical thinking disposition of people who tend to believe such misleading narratives. To address these issues, we conducted a national survey (N = 945) in April 2021 in Romania. Using a hierarchical OLS regression model, we found that people who perceive higher incidence of fake news (ß = 0.33, p < 0.001), find social media platforms more useful (ß = 0.13, p < 0.001), have lower education (ß = −0.17, p < 0.001), and have higher levels of religiosity (ß = 0.08, p < 0.05) are more prone to believe COVID-19-related misleading narratives. At the same time, the frequency of news consumption (regardless of the type of media), critical thinking disposition, and age do not play a significant role in the profile of the believer in conspiracy theories about the COVID-19 pandemic. Somewhat surprisingly, age does not play a role in predicting belief in conspiracy theories, even though there are studies that suggest that older people are more prone to believe conspiracy narratives. As far as media is concerned, the frequency of news media consumption does not significantly differ for believers and non-believers. We discuss these results within the context of the COVID-19 pandemic.

Correlation Between English Major Sophomores’ Critical Thinking Disposition and Their Listening Comprehension Performance

Critical thinking has drawn the attention of western researchers and domestic researchers as well. The study aims to explore whether there exists correlation between sophomore English majors’ critical thinking disposition and their listening comprehension performance, and any significant difference between critical thinking disposition and listening comprehension performance in different proficiency levels. Based on the analysis of the data collected from listening comprehension tests and critical thinking disposition questionnaire, the following findings are obtained: 1) there exists significant correlation between participants’ critical thinking disposition and their listening comprehension performance in general, with truth-seeking, analyticity and systematicity at the significant level of 0.01 and inquisitiveness, maturity, self-confidence and open-mindedness at the level of 0.05 in particular; 2) critical thinking disposition is significantly correlated with conversations and news broadcasts at the level of 0.01, and with passages at the level of 0.05.; 3) there also exist differences between critical thinking disposition and listening comprehension performance at different proficiency levels, with the correlations stronger in higher groups than those of lower groups. This study indicates that English major sophomores’ critical thinking needs fostering, and there is a necessity to utilize different types of listening materials to cultivate their critical thinking dispositions.

Effects of Simulation-Based Education on Critical Thinking Disposition and Problem-Solving Capacity of Nursing College Students According to Types of Debriefing

The article's abstract is not available.

The influence of critical thinking disposition, deep approaches to learning and learner-to-learner interaction on nursing process confidence in nursing students, with a focus on team-based learning

Purpose: This study uses a descriptive research design to identify the influence of critical thinking disposition, deep approaches to learning, and interaction between learners on the degree of nursing process confidence for nursing students. Methods: The subjects of the study were second-year students in the department of nursing at a university in G city. The data included general characteristics, critical thinking disposition, deep approaches to learning, learner-to-learner interaction, and nursing process confidence were analyzed utilizing an independent t-test, one-way ANOVA, and Scheffe’s test to identify differences in the variables according to general characteristics. To identify the correlation between the factors related to the nursing process and nursing process confidence, Pearson's correlation was analyzed, and hierarchical regression was used to determine the factors affecting the confidence of the subject's nursing process. Results: Gender, critical thinking disposition, and in-depth learning approach were statistically significant as factors affecting the nursing process confidence of nursing students, and these factors were shown to explain 62% of nursing course performance (F=23.80, p<.001), among which in-depth learning access has the greatest influence (ß=.41, p<.001). Conclusion: Critical thinking disposition and deep approaches to learning arbitration program development are necessary to improve nursing students’ nursing process confidence.