Academic achievement and formal thought in engineering students

Vázquez, Stella Maris; Anglat, Hilda Emilia Difabio de

doi:10.25115/ejrep.v7i18.1325

Cited by 6 publications

(4 citation statements)

References 30 publications

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“…The differences in results may be attributable to such factors as types of assessment, sample selection techniques, and sample size. The review of these studies revealed that only (Vázquez & Anglat, 2017), (Gurcay & Gulbas, 2018), and (Rakhmawan et al, 2018) used TOLT, other studies used different tests and revealed the same results that logical thinking had a significant relationship with science achievement. Another limitation of several studies is that their focus is restricted to logical thinking as a whole ability, except (Bitner-Corvin, 1988) study which was entered into the five modes of logical thinking into regression analysis.…”

Section: Definitions Of Termsmentioning

confidence: 96%

“…He reported that the five logical thinking modes were predictors of academic achievement. In the same approach, (Vázquez & Anglat, 2017) study was carried out on a sample of (709) first-year engineering students from the Argentine university. They found that entrance exams and TOLT scores explained 26% of the variance in physics achievement.…”

Section: Definitions Of Termsmentioning

confidence: 99%

“…Several studies have shown that there is a relationship between critical thinking and academic achievement (Semerci,2011;Ramos et al, 2013;Sherafat, 2015), although, Aksu & Koruklu (2015) have argued that there is no significant relationship between critical thinking dispositions and academic achievement. In contrast, while some studies suggested that logical thinking predicts students' achievement (Vázquez & Anglat, 2017;Gurcay & Gulbas, 2018;Rakhmawan, Firman, Redjeki, & Mulyani, 2018), other studies pointed in the opposite direction (Hejnová et al, 2018;Riyanti, Suciati, & Karyanto, 2019). There is a limited agreement between studies, about what thinking skills predict students' achievement?…”

Section: Introductionmentioning

confidence: 95%

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Predicting Physics Achievement of 11th - grade Students through Critical and Logical Thinking Skills

2021

IUGJEPS

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The purpose of this study was to measure the extent to which critical thinking skills and logical thinking skills predicted the achievement in physics of 11th - grade students in Gaza. To this end, (215) students participated in the study. California Critical Thinking Skills Test (CCTST) and Test of Logical Thinking (TOLT), were used as data collection tools in the study. Data were analyzed by multiple stepwise regression analysis. Results indicated that the students’ scores of probabilistic reasoning and proportional reasoning (as logical thinking skills), and inference (as critical thinking skill) were significant predictors of physics achievement scores, explaining (15.7%) of the variance of physics achievement scores. In addition, findings indicated that the best predictor was probabilistic reasoning, explaining (9.2 %) of the variance. The study recommended that a physics curriculum should involve thinking skills, which predict students’ achievement in physics.

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Section: Definitions Of Termsmentioning

confidence: 96%

Section: Definitions Of Termsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 95%

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Predicting Physics Achievement of 11th - grade Students through Critical and Logical Thinking Skills

2021

IUGJEPS

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“…Такође, у складу са очекивањима, школски успех високо позитивно корелира са свим супскалама ментализације, као и са скором на тесту логичких операција. Веза формално-операционалног мишљења и школских постигнућа потврђена је и у другим истраживањима (Vázquez & De Anglat, 2009;Mwamwenda, 2015).…”

Section: дискусијаunclassified

Capacity for mentalization in adolescents as a predictor of formal operational thought and school success

Živković-Rančić,

Todorović

2023

Zb Pedag fak Užice

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In this research, we set out to examine whether the mentalizing capacity in adolescents is a statistically significant predictor of formal operational thought and school success. For the purpose of this research, we used the Mentalization Questionnaire (MQ), which consists of three subscales: Self-Related Mentalization, Other-Related Mentalization and Motivation to Mentalize and Bond's logical operations test (BLOT). The research involved 200 students from Technical High School in Pirot, 54,5% were boys, and the average age of the participants was 17 years. The research results of multiple regression analysis indicate the model in which mentalizing capacity represents a predictor of formal operational thought is statistically significant and accounts for 51% variance in this criterion variable (R2 = .51; F (3,196) = 67.67; p = .00). Self-Related Mentalization (b = .34; p = .00) and Motivation to Mentalize (b = .37; p = .00) turned out to be significant individual predictors. When it comes to predictors of school success the model that consists of mentalization capacity dimensions is statistically significant and accounts for 49% of the variance in this variable (R 2 = .49; F (3,196) = 61.92; p = .00). Other-Related Mentalization (b = .22; p = .02) and Motivation to Mentalize (b = .38; p = .00) indicate a significant predictive potential. We consider that inciting mentalization in educational work can significantly contribute to the development of formal operational thought.

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The influence of students’ personality traits and their parents’ parenting style on Romanian students’ performance in science subjects from secondary to doctoral level

Moldoveanu,

Milkova

2024

Journal of Contemporary Central and Eastern Europe

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Academic achievement and formal thought in engineering students

Abstract: Introduction. Research on university-level academic performance has significantly linked

Cited by 6 publications

References 30 publications

Predicting Physics Achievement of 11th - grade Students through Critical and Logical Thinking Skills

Predicting Physics Achievement of 11th - grade Students through Critical and Logical Thinking Skills

Capacity for mentalization in adolescents as a predictor of formal operational thought and school success

The influence of students’ personality traits and their parents’ parenting style on Romanian students’ performance in science subjects from secondary to doctoral level

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