Relations Between Self-leadership and Critical Thinking Skills

Ay, Ferda Alper; Karakaya, Abdullah; Yilmaz, Kasım

doi:10.1016/j.sbspro.2015.10.147

Cited by 31 publications

(24 citation statements)

References 12 publications

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“…According to the results obtained through the analysis, hypothesis 1 and 2 were accepted. In the literature, although there was a lot of research on leadership and self-leadership (Al-Jamal & Ghamrawi, 2015;Arlı & Avcı, 2017;Ay et al, 2015;Furtner et al, 2010;Godwin et al, 1999;Ho & Nesbit, 2013;Kalyar, 2011;Semerci, 2010;Sesen et al, 2017;Türköz et al, 2013;Zyl, 2012), there could not come across research on the students who chose leadership education.…”

Section: Resultsmentioning

confidence: 99%

The Importance of Leadership Education in University: Self-Leadership Example

Bozyiǧit¹

2019

IES

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Self-leadership is a form of leadership that has emerged in the last quarter of a century. The purpose of this study is to determine whether there is a difference in self-leadership strategies between students who choose leadership course and do not choose. The sample of this research consisted of 144 sports management students in 2018; 35 female (24.3%) and 109 male (75.7%). The average age of students is 22.38 (sd=2.88). While 30 students (20.8%) stated that they chose leadership course, 114 students (79.2%) stated that they did not choose leadership course. In this study, the Turkish version of Abbreviated Self-Leadership Questionnaire (ASLQ) was used as a data collection tool, but original ASLQ was developed by Houghton et al. (2012). The Turkish version of the scale was adopted by Şahin (2015). As a result of the reliability analysis, the Cronbach’s alpha value was found to be .74. There was a significant difference between ASLQ total scores of students who choose the leadership course and do not choose (yes/no). There was a significant difference between students who choose the leadership course and do not choose (yes/no) and the subscale scores; behavior awareness and volition, constructive cognition, and task motivation. According to the results obtained through the analysis, hypothesis 1 and 2 were accepted.

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Section: Resultsmentioning

confidence: 99%

The Importance of Leadership Education in University: Self-Leadership Example

Bozyiǧit¹

2019

IES

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“…On the other hand, the increased ability in planning, implementing and evaluating critical analysis of completed tasks made students' confidence to improve. An increase in student confidence is the result of self-support and motivation as they have completed their work on critical analysis well (Alper et al, 2015;Gurbin, 2015;Lukitasari et al, 2014).…”

Section: No Multicollinearity Problemmentioning

confidence: 99%

“…The students become more detail in revealing which part of the concept that they have understood and which they have not. Students implement the process of critical thinking using cognitive abilities directly was not opposing to those delivered by Alper et al (2015) and Thaiposri and Wannapiroon (2015).…”

Section: No Multicollinearity Problemmentioning

confidence: 99%

Using critical analysis to develop metacognitive ability and critical thinking skills in biology

Lukitasari¹,

Hasan²,

Murtafiah³

2019

JPBI

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Possessing and developing metacognitive abilities are an essential part of the learning process. This study is a class action research on the use of critical analysis to identify its influence on students’ metacognitive abilities and critical thinking skills as well as to discover the relationship between metacognitive abilities and critical thinking skills. The sample of this study is 76 students from 217 students taking cell biology and non-vascular plants subject during the fall semester. It is a descriptive quantitative study with critical analysis assignments. Critical analysis rubric is used to collect the data of students’ critical analysis and the essay test to measure students’ critical thinking and metacognitive ability. The data of metacognitive ability and critical thinking were analyzed using regression test. The result showed there was a positive influence of the use of critical analysis to the student metacognitive abilities and critical thinking skills. The results of a simple correlation analysis of metacognitive abilities and critical thinking skills show the means value (r) of 0.904, which means that there is a strong positive relationship between the two components. The higher the student’ metacognitive skills, the higher their critical thinking skill will be.

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“…Students will use their knowledge in solving the problems they face in their daily lives. Ay et al (2015) revealed that students who think critically will be able to think realistically. They will also be able to provide solutive and realistic answers to questions given by the teacher.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Critical Thinking Ability of Sixth-Grade Students Primary School

Hartanto¹,

Mahfud²,

Murwaningsih³

2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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This research is motivated by the importance of critical thinking skills in 21stcentury education. The purpose of this study is to determine the critical thinking skills of elementary school students and the factors that can influence it in Sukoharjo 02 Elementary School, Sukoharjo Regency. This study included descriptive qualitative research. The subjects of this study were class VI students who were selected by purposive sampling technique. Data collection is done through observation, interviews, and tests. Data analysis is done by flow analysis. Based on the results of research and discussion, information obtained from 6 of 28 students or about 21% of students whose grades can reach 70, the minimum completeness value 70. The average score of all students is 52. It shows that the students' ability to think critically is still low. Based on several indicators of critical thinking shows the average value of students answering interpretation questions, namely 46.43, analysis of 50.89, inference 65.18, and explanation 45.54. The low average value is caused by several factors, namely: students answer with short answers so the answers become incorrect, there are students' misconceptions because students' understanding from the beginning is wrong, and the most often done by the students is to answer systematically.

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Relations Between Self-leadership and Critical Thinking Skills

Cited by 31 publications

References 12 publications

The Importance of Leadership Education in University: Self-Leadership Example

The Importance of Leadership Education in University: Self-Leadership Example

Using critical analysis to develop metacognitive ability and critical thinking skills in biology

Analysis of Critical Thinking Ability of Sixth-Grade Students Primary School

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