Developing Critical Thinking Dispositions through Academic Assertiveness among Higher Education Students in Thailand

Abstract

This research delves into the intricate landscape of academic assertiveness among higher education students in Thailand, focusing on developing critical thinking dispositions and related behaviors. Our investigation uncovered noteworthy patterns that resonated across diverse institutions, shedding light on the multifaceted challenges faced by students. These encompassed a common fear of negative consequences, the profound influence of cultural norms on assertive behaviors, a pervasive lack of self-confidence, a genuine desire for improved communication skills, susceptibility to peer influence, and the impact of the educational context itself. While an incremental improvement in academic assertiveness scores was discernible in the post-discussion phase, it is vital to acknowledge that this improvement did not attain statistical significance. This finding prompts reflection on the efficacy of the conducted discussion and suggests that it may need to be augmented by continuous and more potent interventions. It underscores the importance of cultivating an academic environment that values and nurtures academic assertiveness as an essential component of critical thinking development. The culmination of this study offers valuable insights into the intricate web of factors that influence academic assertiveness among higher education students. It underscores the necessity for a nuanced approach, encompassing ongoing interventions and creating a learning environment that empowers students to express themselves assertively, ultimately fostering the growth of critical thinking dispositions and behaviors.