Disposition Towards Critical Thinking and Student Engagement in Higher Education

Álvarez-Huerta, Paula; Muela, Alexander; Hermida, Iñaki Larrea

doi:10.1007/s10755-022-09614-9

Cited by 9 publications

(7 citation statements)

References 58 publications

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“…The analysis of the SEM indicated that all proposed hypotheses, except for H4 and H13, were supported. In other words, learning engagement had a significant influence on computational thinking, which was consistent with the partial findings of Álvarez‐Huerta, Muela, and Larrea [1], and Zhang et al [55]. The researchers found that students who exhibited high levels of learning engagement demonstrated more creativity and were highly committed to reflective learning, which were all supportive factors for improving computational thinking.…”

Section: Discussionsupporting

confidence: 82%

“…The study found that the students' critical thinking skills were improved through various forms of research engagement. Álvarez‐Huerta, Muela, and Larrea [1] conducted an experimental study with college students to examine the relationship between critical thinking and engagement. The findings showed a positive and direct relationship between students' engagement and their critical thinking.…”

Section: Research Model and Hypothesesmentioning

confidence: 99%

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What influences computational thinking? A theoretical and empirical study based on the influence of learning engagement on computational thinking in higher education

Liu

Peng

Srivastava

2023

Comp Applic In Engineering

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As an important part of core competencies in the 21st century, computational thinking has received a lot of attention from all over the world. In the field of higher education, cultivating the ability of computational thinking has become an important goal of teaching. Previous research has shown that students' learning engagement is related to partial dimensions within computational thinking. However, there was a lack of research on the overall relationship between learning engagement and computational thinking. Therefore, this study aims at constructing an overall relationship model between learning engagement and computational thinking to examine the influence of three dimensions of learning engagement on the five dimensions of computational thinking. The participants were 341 freshmen from central China. The results show that compared with behavioral engagement, both emotional engagement and cognitive engagement had a stronger predictive power for computational thinking. In addition, the learning environment played a significant role in the relationship between learning engagement and computational thinking. On the whole, when compared with traditional multimedia classrooms, the relationship between learning engagement and computational thinking in smart classrooms was closer. A theoretical and empirical study of the relationship between learning engagement and computational thinking presents researchers and education practitioners with a method to improve students' computational thinking by building a learning environment and designing pedagogy.

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Section: Discussionsupporting

confidence: 82%

Section: Research Model and Hypothesesmentioning

confidence: 99%

What influences computational thinking? A theoretical and empirical study based on the influence of learning engagement on computational thinking in higher education

Liu

Peng

Srivastava

2023

Comp Applic In Engineering

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“…These results confirm the ambiguity of the results obtained in similar studies. While some studies report only few statistically significant changes in students' CT dispositions, including their decrease [53], other studies report an increase in CT dispositions [54] or even their significant improvement [55]. However, as different studies use different instruments to measure CT dispositions (e.g., the current study, [53][54][55]), the comparison of results may not be absolutely valid.…”

Section: What Students Learnedmentioning

confidence: 76%

“…While some studies report only few statistically significant changes in students' CT dispositions, including their decrease [53], other studies report an increase in CT dispositions [54] or even their significant improvement [55]. However, as different studies use different instruments to measure CT dispositions (e.g., the current study, [53][54][55]), the comparison of results may not be absolutely valid. Interestingly, the results on the "open-mindedness" scale confirm the earlier finding that CS students are significantly more ambivalent and less positive on this scale than humanities students [53].…”

Section: What Students Learnedmentioning

confidence: 76%

The Task-Based Approach to Teaching Critical Thinking for Computer Science Students

Mäkiö

2023

Education Sciences

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Critical thinking (CT) is one of the most important 21st-century skills that employers believe will grow in prominence. However, many higher education (HE) graduates often lack it. This is also true for graduates in computer science (CS) and related disciplines, who need CT to drive social and organizational digitalization. There are a number of strategies for teaching CT. However, there is no evidence regarding how to effectively teach CT in CS. To address this gap, this study proposes an educational approach that aims to promote CT to the students of CS and related disciplines. An educational experiment using this approach was conducted in two modules with similar content. The written reflections of 11 students on their development in CT and the quantitative data of students’ self-assessments of their CT skills and dispositions before (N = 20) and after (N = 11) the experiment were analyzed. Priority was given to the qualitative data. The results of this study support the hypothesis that the proposed approach has a positive impact on the development of students’ perceived CT skills. They also show that this approach stimulates and promotes students’ ability to transfer CT to other tasks and domains and to other contexts and situations. However, the positive development of students’ CT dispositions could not be demonstrated in this study, which can be explained by the short duration of this intervention.

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“…According to studies, some didactic strategies favor the development of critical thinking: the discussion of case reflection based on the Graham Gibbs cycle (Ardian et al, 2019), display of arguments (Ngajie et al, 2020), team-based learning (Silberman et al, 2020) and reflection in teaching (Xie et al, 2020;Fandiño Parra et al, 2021). It has been shown, speaking of its second dimension, that it is a factor that is directly and positively related to the participation and commitment of university students in academic activities (Álvarez-Huerta et al, 2023) and with learning styles (Behzadi and Momennasab, 2023). In addition, parenting style is related (Huang et al, 2015;Wang et al, 2020) and learning motivation (Oh et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Disposition to critical thinking, anxiety due to COVID-19 and academic self-efficacy in university students

Abanto-Ramirez,

Turpo-Chaparro,

Apaza

et al. 2024

Front. Educ.

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IntroductionThe present study aims to determine whether anxiety due to COVID-19 (AC) and disposition to critical thinking (DCT) predict academic self-efficacy (AS).MethodThe study is non-experimental, predictive, and cross-sectional. The sample was made up of 218 university students from northern Peru. The instruments used were the CAS, CTDS, and the EAPESA.ResultsThe results showed that the AS was negatively and positively related to AC and DCT, respectively. AS in university students was significantly predicted by DCT (p < 0.01), while AC was not a significant predictor (p > 0.05).ConclusionDCT is a significant predictor of AS, while AC ins not. Strategies must be sought to improve and support this important aspect in each student to improve their disposition to critical thinking and academic self-efficacy. It is recommended for future studies to continue investigating variables associated with academic factors, such as those in this study, that lead to taking action for the effective development of university students.

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Disposition Towards Critical Thinking and Student Engagement in Higher Education

Cited by 9 publications

References 58 publications

What influences computational thinking? A theoretical and empirical study based on the influence of learning engagement on computational thinking in higher education

What influences computational thinking? A theoretical and empirical study based on the influence of learning engagement on computational thinking in higher education

The Task-Based Approach to Teaching Critical Thinking for Computer Science Students

Disposition to critical thinking, anxiety due to COVID-19 and academic self-efficacy in university students

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