Critical thinking as cooperation and its relation to mental health and social welfare

Ollinheimo, Ari; Hakkarainen, Kai

doi:10.1016/j.newideapsych.2022.100988

Cited by 9 publications

(6 citation statements)

References 54 publications

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“…This situation highlights the significance of social responsibility. Students recognized the need to address this issue and provide feedback to the scholarship provider, namely the university [53]. They emphasized the importance of tightening scholarship regulations to ensure that deserving individuals are not overlooked [54], [55].…”

Section: Discussionmentioning

confidence: 99%

Strengthening the critical thinking skill through the six-hat thinking model in pancasila education

Oktaviani,

Aulia,

Murdiono

et al. 2024

EduLearn

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This study aims to provide a comprehensive analysis of the implementation of Pancasila learning with the goal of improving critical thinking skills through the application of the six thinking hats model. The research adopts a descriptive approach utilizing qualitative methods. The study was conducted at the Faculty of Engineering, Universitas Negeri Yogyakarta. The participants were selected using purposive techniques based on specific criteria and considerations to ensure the collection of targeted information. Specifically, the research focused on students enrolled in the Manufacturing Engineering Class D. Data collection for this study involved the use of observation, interviews, and documentation techniques. To ensure data validity, triangulation techniques were employed by the researchers. Data analysis followed an interactive model based on the framework developed by Miles and Huberman, encompassing data reduction, data presentation, and conclusion drawing. The six thinking hats learning model significantly improved students' critical thinking skills and character values. This approach enables students to approach problems from multiple perspectives, becoming more responsive to social issues and navigating real-world challenges. These fosters heightened awareness of societal matters, enabling students to contribute meaningfully to social progress.

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Section: Discussionmentioning

confidence: 99%

Strengthening the critical thinking skill through the six-hat thinking model in pancasila education

Oktaviani,

Aulia,

Murdiono

et al. 2024

EduLearn

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show abstract

“…On a formative level, critical thinking also promotes intellectual growth and a sense of purpose, as individuals examining their beliefs about problems can explore new ideas and perspectives, developing reflection and introspection that leads to a greater understanding of oneself and one's place in the world [40]. In conclusion, it is theoretically possible to associate critical thinking with human well-being as it is considered a positive skill that contributes to reducing uncertainty and, thus, to more accurate, balanced, and positive states of mind [41].…”

Section: Critical Thinking As a Relevant Cognitive Skill For Well-beingmentioning

confidence: 99%

Critical Thinking and Student Well-Being: An Approach in University Students

Vázquez-Parra,

Suárez-Brito,

Alonso-Galicia

et al. 2023

Societies

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Human well-being is a dynamic and changing concept as it depends on personal, social, cultural, and political factors and varies over time according to individual circumstances. Therefore, it is essential to address this issue from a comprehensive and multidisciplinary approach, seeking that individuals, from an early age, manage to develop skills and attitudes that allow them to achieve a balance in their lives. This article presents the results of the measurement of students’ perceived achievement of the competence of complex thinking in a subject focused on human development. Specifically, the research sought to identify whether there is a relationship between the level of critical thinking and the acquisition of skills associated with human well-being. The selection of critical thinking is based on the fact that this cognitive ability is one of the subcompetencies included in complex thinking. The sample was a group of university students from different disciplines and educational levels. Methodologically, descriptive analyses were made on the means of students’ responses to a validated instrument measuring the perceived achievement of complex thinking competency and its subcompetencies and the final evaluations of the students’ course. In conclusion, an improvement in the perception of achievement of complex thinking competency and its subcompetencies is demonstrated in the students, with critical thinking that achieved the best means, its increase being significant for the whole group and for women but not for men. In this sense, although it was not possible to demonstrate a statistically significant relationship between the development of this subcompetency and the acquisition of tools associated with well-being, data showing a possible association between these elements were obtained.

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“…The challenges of current society need people to develop specific skills in order to be functional individuals. Current scientific evidence partially explains mental Perspective Chapter: Gamification -Pros and Cons DOI: http://dx.doi.org/10.5772/intechopen.109262 disorders in terms of a lack of cooperation-related skills and the inability to be aware of the position of others [46]. At the same time, current social challenges become important stressors and can eventually trigger anxiety disorders, obsessive-compulsive disorders, and trauma and stressor-related disorders, which could eventually benefit from better thought processing and/or improved human interpersonal relationships according to [47].…”

Section: Cooperation Emotional Competencies and Gamificationmentioning

confidence: 99%

Perspective Chapter: Gamification – Pros and Cons

Carrión¹,

Rosales²

2023

Higher Education - Reflections From the Field - Volume 2

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After the CoVid-19 pandemic lockdown occurred (2020–2021), there have been crucial changes in teaching-learning methodologies, mainly because of the emergency online education format, due to the high demand for online education formats. Long hours of learning in front of a screen besides the stressful environment surrounding the pandemic make it difficult to keep learning motivation high, which shows the need for an urgent change in instructional design. This change includes using interactive and participative methodologies for tackling the anxiety produced by the global health crisis. In this frame, gamification tools have emerged worldwide entailing significant benefits to education. Nevertheless, the overuse of technology can lead to several problems including physiological complications among other things, myopia, diabetes, and coronary disease risk (because of sedentariness) and even addiction. Finally, research proves that an adequate frame around technology use and games inclusion in learning can help diminish or even avoid social problems such as addiction and the resulting concentration problems. Furthermore, in the case of active video gaming, it might be advisable for alleviating sedentary habit-related diseases. Therefore, it is important to reflect on the use of games and its objectives for obtaining the best results from powerful strategic motivators.

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Critical thinking as cooperation and its relation to mental health and social welfare

Cited by 9 publications

References 54 publications

Strengthening the critical thinking skill through the six-hat thinking model in pancasila education

Strengthening the critical thinking skill through the six-hat thinking model in pancasila education

Critical Thinking and Student Well-Being: An Approach in University Students

Perspective Chapter: Gamification – Pros and Cons

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