Critical thinking disposition of undergraduate students in relation to emotional intelligence: Gender as a moderator

Abstract

Undergraduate student, especially first-year students face challenges in the new found academic environment. Critical thinking (CT) has been found to be effective in managing negative experiences. Earlier literature found Emotional intelligence (EI) is accounted for variance in critical thinking (CT) skill irrespective of the gender. However, there is scarcity of research on the relationship between EI and CT disposition with respect to gender. The present research intended to study the effect of EI on CT disposition of students in the transition phase with gender as a moderator. 500 first-year undergraduate students from West Bengal (eastern part of India) were selected to fill up assessment tools; the Profile of Emotional Competence (Brasseur et al., 2013) and Critical Thinking Disposition Assessment (Ricketts & Rudd, 2005). Structural Equation Model (SEM) was followed using AMOS adopting maximum likelihood approach. Path analysis revealed an accepted model fit establishing EI to have significant effect on CT disposition. However, this effect was not moderated by gender. The present research might be helpful in generating awareness regarding the importance of EI and training for developing disposition of CT among college fresher's well-being and emotional health. The study has highlighted the non-significant moderating role of gender in relation to EI and CT disposition that was missing in the existing literature.

Students’ Metacognitive Awareness in Natural Science Learning: An Overview by Gender

“…Students often predict their exam score based on their desire score (Saenz et al, 2017), but in fact, their predictions are often strongly correlated with their desire score than their exam score (Serra & DeMarree, 2016) that showed the lack of students' metacognitive awareness (Morphew, 2021). Moreover, Sk and Halder (2020) describe that the affective domain (including metacognitive awareness) facilitated students to use appropriate strategies to solve a specific problem and found no significant difference between males and females. In contrast, (Abdelrahman, 2020) found females strongly higher levels than males on metacognitive awareness.…”

Kecerdasan Emosional dan Kemampuan Berpikir Kritis pada Materi Bangun Datar di Kelas Tinggi Sekolah Dasar

“…Banyak penelitian yang sudah dilakukan berkaitan dengan kecerdasan emosional. Kecerdasan emosional aspek kesadaran diri berpengaruh terhadap prestasi belajar matematika (Afshara & Masoud Rahimi, 2014;Handayani & Septhiani, 2021;Sk & Halder, 2020). Dengan meningkatkan kecerdasan emosional siswa dapat meningkatkan dan mengoptimalkan penguasaan konsep matematika siswa (Gusniwati, 2015;Kaya et al, 2018;Zhao et al, 2021).…”

“…Kemampuan berpikir kritis merupakan kesanggupan seseorang untuk berpikir menggabungkan hal yang kualitatif dan kuantitatif (Firdaus et al, 2019;Irawan, 2016). Kemampuan berpikir kritis ini dapat membantu seseorang dalam menangkap pelajaran yang tengah berlangsung (Erdogan, 2019;Sk & Halder, 2020). Seseorang akan sangat membutuhkan kemampuan berpikir kritis yang baik guna membantu ia dalam memahami materi pada semua pelajaran termasuk dalam pelajaran Matematika.…”

Instrumen Penilaian Hasil Belajar Berbasis Higher Order Thinking Skill Pada Tema Kepemimpinan

“…Kemampuan berpikir tinggi (Higher Order Thinking Skills) merangsang siswa untuk menginterpretasikan, menganalisis atau bahkan mampu memanipulasi informasi sebelumnya sehingga tidak monoton (Fadzam & Rokhimawan, 2020;Khotimah & Sari, 2020). Berpikir tingkat tinggi ditunjukkan dengan peserta didik dapat memberikan penilaian yang bijaksana atau memberikan kritik yang beralasan (Kaya et al, 2018;Silberman et al, 2021;Sk & Halder, 2020). Serta, kemampuan siswa dalam memecahkan masalah dalam belajar maupun kehidupan mereka (Kwangmuang et al, 2021;Zulfiani et al, 2020).…”