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 A study to compare the critical thinking dispositions between Chinese and American college students.

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Type of Resource: text

Genre: Electronic Thesis or Dissertation

Issuance: single unit

Date Created: Spring 2014

Date Issued: 2014

Publisher: Florida Atlantic University

Physical Form: Online Resource

Extent: 160 p.

Language(s): English

Summary: The purpose of this quantitative research study was to compare Chinese andAmerican students’ inclined level of critical thinking using the California CriticalThinking Disposition Inventory (CCTDI) (Insight Assessment, 2013). The literature ofPaul and Elder (1996, 2000, 2005, 2010), Facione and Facione (1992, 1996) andBrookfield (2005, 2010, 2013) and the conceptual framework in this study provided the foundation for the main research question of whether there are differences between Chinese and American students’ scores on the seven individual scales and their total score on the CCTDI. The Sample included 41 Chinese and 50 American undergraduate and graduate students at Florida Atlantic University, a regional research university located in southeast Florida. Independent t-tests concluded that there were no differences between the 41 Chinese students and the 50 American students regarding their critical thinking dispositions on each of seven scales on the CCTDI. A factorial analysis of variance measured moderator questions to determinewhether there was a difference between Chinese and American students’ CCTDI scores based on student gender, discipline of study, undergraduate or graduate status, or enrollment as an undergraduate within the United States. There were significant differences between the critical thinking dispositions of Chinese and American undergraduate and graduate students when comparing the scale of open mindedness and gender. There were also significant differences for the scale of confidence in reasoning and discipline. For the remaining questions, there were no significant differences. A Pearson’s correlation determined that there was no relationship between the length of time students had been in the United States and their scores on the CCTDI. Educational implications include that when problem-solving skills are developed in the college setting, critical thinking can be cultivated to help prepare students for work in future employment settings. Social implications include the use of critical thinking when faced with decision making in adults’ lives, as well as in their daily work. This study may be the foundation for future studies. Finally, educators may find the CCTDI helpful in positioning students’ critical thinking dispositions prior to learning or training activities.

Identifier: FA00004100 (IID)

Note(s): Includes bibliography.Dissertation (Ph.D.)--Florida Atlantic University, 2014.

Subject(s): Behaviorism (Psychology)Critical thinkingLearning, Psychology ofReasoning (Psychology)Thought and thinking

Held by: Florida Atlantic University Digital Library

Sublocation: Boca Raton, Fla.

Persistent Link to This Record: http://purl.flvc.org/fau/fd/FA00004100

Restrictions on Access: All rights reserved by the source institution

Owner Institution: FAU

Author: Dennett, Susan K., author Bryan, Valerie Dr., Thesis advisor College of Education, Degree grantor

Source: http://fau.digital.flvc.org/islandora/object/fau%3A13436


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