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

Keerthi Prabhakar PS, Chatupol Yongsorn, Chakrit Ponathong
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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.
泰国高校学生通过学术自信培养批判性思维能力
本研究深入探讨了泰国高校学生在学术自信方面的复杂情况,重点是培养批判性思维处置能力和相关行为。我们的调查发现了一些值得注意的模式,这些模式在不同院校中产生了共鸣,揭示了学生面临的多方面挑战。这些挑战包括对负面后果的普遍恐惧、文化规范对自信行为的深刻影响、普遍缺乏自信、对提高沟通技巧的真诚渴望、易受同伴影响以及教育环境本身的影响。 虽然在讨论后阶段,学生的学习自信心得分有了逐步提高,但必须承认,这种提高并没有达到统计学意义上的显著性。这一发现促使人们对讨论的有效性进行反思,并表明可能需要通过持续和更有力的干预措施来加强讨论。它强调了营造重视和培养学术自信的学术环境的重要性,学术自信是批判性思维发展的重要组成部分。 本研究的最终成果为我们深入了解影响高校学生学术自信的错综复杂的因素提供了宝贵的见解。它强调了采取细致入微的方法的必要性,包括持续的干预措施和创造一种学习环境,使学生能够自信地表达自己,最终促进批判性思维能力和行为的发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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