Measurement of Critical Thinking Attitude in Fifth- Through Ninth-Graders

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  • 小学校高学年・中学生の批判的思考態度の測定
  • 小学校高学年・中学生の批判的思考態度の測定 : 認知的熟慮性-衝動性,認知された学習コンピテンス,教育プログラムとの関係
  • ショウガッコウ コウガクネン ・ チュウガクセイ ノ ヒハンテキ シコウ タイド ノ ソクテイ : ニンチテキ ジュクリョセイ-ショウドウセイ,ニンチ サレタ ガクシュウ コンピテンス,キョウイク プログラム ト ノ カンケイ
  • －認知的熟慮性-衝動性，認知された学習コンピテンス，教育プログラムとの関係－
  • Relationship to Reflective Predisposition, Perceived Academic Competence and the Educational Program

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Abstract

We explored the relationships between critical thinking attitude, reflective predisposition, perceived academic competence, and the educational program. A two-wave questionnaire survey with a four-month interval was administered to 312 elementary school students (5th and 6th graders) and 306 junior high school students (7th–9th graders) in Japan using two scales: to measure critical thinking attitude in general (CT-G, a 10-item scale) and in study (CT-S, a 10-item scale) . In addition, 125 students (the same 7th graders) completed the scales 28 months later. Results indicated satisfactory internal consistency reliability and construct validity of both scales. The CT-G and CT-S scales were significantly correlated with the cognitive reflective-impulsive predisposition and perceived academic competence, supporting their criterion-related validity. A simultaneous path analysis revealed that during each wave, (i) reflective predisposition influenced CT-G, (ii) CT-G affected CT-S, and (iii) CT-S affected perceived academic competence. Finally, the effects of educational program are discussed.

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