Student Self-Identity as a Critical Thinker

Abstract

During the past decade, critical thinking has received increasing recognition in the marketing education literature. However, much of the extant literature emphasizes techniques tied to implementing critical thinking approaches, while questions exist regarding the processes by which students are influenced through participation in critical thinking pedagogies. This study merges attitudes, norms, and self-identity literature as a means of addressing the question of how students come to view themselves as critical thinkers. Specifically, the authors hypothesize that attitude strength should moderate the influence of attitudes on normative beliefs. Normative beliefs, in turn, are posited to mediate the influence of the Attitude × Attitude Strength interaction on student self-identity as a critical thinker. Thus, students with strong and positive attitudes regarding critical thinking will have strong normative beliefs associated with the skill, and these beliefs, in turn, will affect self-identity as a critical thinker. Results, based on a sample of students participating in critical thinking-oriented classes, support these hypotheses. Findings hold implications for academics and future researchers attempting to understand how to effectively leverage critical thinking pedagogies in marketing classes.

The impact of attitudes beliefs and cognitive reflection on the development of critical thinking skills in online students

“…The results reinforce the predictive value of the CriTT, especially in terms of identifying students who lack confidence in their CT skills (Stupple et al, 2017). This coincides with evidence that identifying, challenging, and building stronger confidence in attitudes and beliefs about CT is an important facet for the development of students CT skills (Celuch, Black, & Warthan, 2009). GPA and cognitive reflection (CRT) did not predict willingness to take part in the workshop.…”

Maybe a free thinker but not a critical one: High conspiracy belief is associated with low critical thinking ability

“…Among various definitions, critical thinking is defined as "reasonable, reflective thinking that is focused on deciding what to believe or do" (Ennis, 1985, p. 45) and as "the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action" (Scriven & Paul [1987] for the Foundation for Critical Thinking). In a consensus about multidimensionality of critical thinking, most researchers share the conception that a "critical thinker" refers to the self-identity (Celuch et al, 2009) of someone who masters two complementary dimensions of critical thinking: dispositions and abilities (Black, 2008;Boisvert, 2015;Ennis, 1985;Facione, 2015;Halpern, 1999;Norris, 1989). While the dispositional dimension of critical thinking refers to a person's consistent internal motivation to use critical thinking (Facione, 2000), the ability dimension of critical thinking refers to a set of specific cognitive skills (e.g., analyzing argument, inference, etc.…”

Addressing the essential skills competency in teaching among social work educators in Malaysian public universities

“…The cognitive skills emphasized in critical thinking include interpretation, analysis, evaluation, inference, explanation and self-regulation (Facione, 2015). Critical thinking involves the concepts of reasoning, decision-making, and learning how to teach (Celuch et al, 2009). Simultaneously, this skill enables the students, whether in the classroom or fieldwork setting, to apply all the theories that require critical judgement.…”