The role of critical thinking in predicting and improving academic performance
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://hdl.handle.net/1822/85114 |
Resumo: | Today’s world demands new ways of dealing with problems and different ways of preparing for them. Some studies argue that these new demands also require new skills. Critical thinking (CT) involves a set of skills that are entirely relevant to today’s adaptive needs. In this study, we explore the extent to which CT serves to both account for and improve academic performance. To do this, we measured the CT skills of a number of undergraduate students, along with their university admission grades and average course grades. We successfully established the structural validity of the general construct of CT, along with a strong relationship between CT measurements at two different timepoints (at the beginning and end of studying a critical thinking subject area) and the admission grade and average grade variables. These data lead us to reflect on using CT level as a suitable assessment of academic performance. We also consider the limits of our findings and their implications. |
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The role of critical thinking in predicting and improving academic performanceHigher educationCritical thinkingAcademic performanceAssessmentScience & TechnologyToday’s world demands new ways of dealing with problems and different ways of preparing for them. Some studies argue that these new demands also require new skills. Critical thinking (CT) involves a set of skills that are entirely relevant to today’s adaptive needs. In this study, we explore the extent to which CT serves to both account for and improve academic performance. To do this, we measured the CT skills of a number of undergraduate students, along with their university admission grades and average course grades. We successfully established the structural validity of the general construct of CT, along with a strong relationship between CT measurements at two different timepoints (at the beginning and end of studying a critical thinking subject area) and the admission grade and average grade variables. These data lead us to reflect on using CT level as a suitable assessment of academic performance. We also consider the limits of our findings and their implications.Multidisciplinary Digital Publishing Institute (MDPI)Universidade do MinhoRivas, Silvia F.Saiz, CarlosAlmeida, Leandro S.2023-01-122023-01-12T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/1822/85114engRivas, S.F.; Saiz, C.; Almeida, L.S. The Role of Critical Thinking in Predicting and Improving Academic Performance. Sustainability 2023, 15, 1527. https://doi.org/10.3390/su150215272071-105010.3390/su150215271527https://www.mdpi.com/2071-1050/15/2/1527info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-07-21T12:02:38Zoai:repositorium.sdum.uminho.pt:1822/85114Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T18:52:39.606927Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The role of critical thinking in predicting and improving academic performance |
title |
The role of critical thinking in predicting and improving academic performance |
spellingShingle |
The role of critical thinking in predicting and improving academic performance Rivas, Silvia F. Higher education Critical thinking Academic performance Assessment Science & Technology |
title_short |
The role of critical thinking in predicting and improving academic performance |
title_full |
The role of critical thinking in predicting and improving academic performance |
title_fullStr |
The role of critical thinking in predicting and improving academic performance |
title_full_unstemmed |
The role of critical thinking in predicting and improving academic performance |
title_sort |
The role of critical thinking in predicting and improving academic performance |
author |
Rivas, Silvia F. |
author_facet |
Rivas, Silvia F. Saiz, Carlos Almeida, Leandro S. |
author_role |
author |
author2 |
Saiz, Carlos Almeida, Leandro S. |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Rivas, Silvia F. Saiz, Carlos Almeida, Leandro S. |
dc.subject.por.fl_str_mv |
Higher education Critical thinking Academic performance Assessment Science & Technology |
topic |
Higher education Critical thinking Academic performance Assessment Science & Technology |
description |
Today’s world demands new ways of dealing with problems and different ways of preparing for them. Some studies argue that these new demands also require new skills. Critical thinking (CT) involves a set of skills that are entirely relevant to today’s adaptive needs. In this study, we explore the extent to which CT serves to both account for and improve academic performance. To do this, we measured the CT skills of a number of undergraduate students, along with their university admission grades and average course grades. We successfully established the structural validity of the general construct of CT, along with a strong relationship between CT measurements at two different timepoints (at the beginning and end of studying a critical thinking subject area) and the admission grade and average grade variables. These data lead us to reflect on using CT level as a suitable assessment of academic performance. We also consider the limits of our findings and their implications. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-01-12 2023-01-12T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://hdl.handle.net/1822/85114 |
url |
https://hdl.handle.net/1822/85114 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Rivas, S.F.; Saiz, C.; Almeida, L.S. The Role of Critical Thinking in Predicting and Improving Academic Performance. Sustainability 2023, 15, 1527. https://doi.org/10.3390/su15021527 2071-1050 10.3390/su15021527 1527 https://www.mdpi.com/2071-1050/15/2/1527 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Multidisciplinary Digital Publishing Institute (MDPI) |
publisher.none.fl_str_mv |
Multidisciplinary Digital Publishing Institute (MDPI) |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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