高校学生对其批判性思维障碍的看法

IF 1.8 3区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Psychology in the Schools Pub Date : 2024-04-16 DOI:10.1002/pits.23198

Nuriye Semerci, Çetin Semerci, Fatma Ünal, Emrullah Yılmaz, Ömer Yılmaz

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引用次数: 0

摘要

本研究旨在确定本科生在批判性思维方面的障碍。这项描述性研究采用了横断面研究方法。数据收集对象为土耳其黑海地区一所国立大学的三、四年级学生。数据通过批判性思维障碍量表收集。研究数据使用 SPSS 22 进行分析。数据分析采用了平均分、t 检验和方差分析。研究结果显示，学生略微同意自己无法推理、以自我为中心、过于自信和依赖权威。此外，学生还略微认为自己在批判性思维方面存在一些障碍。研究还表明，年级对学生的批判性思维障碍略有影响，而性别和教师的影响相对较深。本研究的结论是，学生在批判性思维方面没有明显的障碍。

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Higher education students' perceptions on their barriers to critical thinking

This study aimed at identifying undergraduate students' barriers to critical thinking. This descriptive study adopted a cross-sectional research method. Data were collected from 3rd and 4th grade students in a state university in the Black Sea Region of Turkey. Data were collected via the critical thinking barriers scale. The data obtained in the study were analyzed using SPSS 22. The mean scores, t-test, and analysis of variance were employed in data analysis. The results of the study revealed that students slightly agree that they are unable to reason, are egocentric, overconfident, and rely on authority. Also, students slightly agree that they have some barriers to critical thinking. The study also demonstrated that grade slightly affects students' barriers to critical thinking, whereas gender and faculty have relatively deeper effects. This study concluded that students don't have significant barriers to critical thinking.

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来源期刊

Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.00

自引率

5.00%

发文量

200

期刊介绍： Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.