ARTICLE INFO

Article Type

Descriptive & Survey Study

Authors

Soliemanifar   O. (* )
Behroozi   N. (1 )
Safaei Moghaddam   M. (2 )






(* ) Psychology Department, Educational Sciences & Psychology Faculty, Abdanan Branch, Payam-e-Noor University, Abdanan, Iran
(1 ) Psychology Department, Educational Sciences & Psychology Faculty, Shahid Chamran University, Ahvaz, Iran
(2 ) Educational Sciences Department, Educational Sciences & Psychology Faculty, Shahid Chamran University, Ahvaz, Iran

Correspondence

Article History

Received:  January  31, 2015
Accepted:  March 5, 2015
ePublished:  March 15, 2015

BRIEF TEXT


… [1-5] Critical thinking skills are an outcome of combination of cognitive abilities and personality traits [6]. … [7-14] Learning style is a unique way of acquiring and maintaining of information and can be an important element to improve the curriculum and teaching-learning process [15].

Openness to experience in the Five Big Factor Model of personality is consistent with the qualitative descriptions of a critical thinker using terms such as being reflective, intellectual curiosity, broad-thinking, and flexibility [12, 13]. The need for cognition and openness to experience has a positive correlation with different mental trends, intellectual skills and cognitive abilities [14]. … [16, 17] In learning style, there are individual differences in the critical thinking skills [18]. The high level of critical thinking has a correlation with creative problem solving style and converging learning style [19]. … [20-28]

This study aimed to investigate the role of personality traits, learning styles, and metacognition in predicting critical thinking.

Considering the nature and purpose of this study, it is a descriptive-correlational study.

Chamran University of Ahvaz (Iran) undergraduate students were studied in 2011-2012.

240 students (130 females and 110 males) were selected from different schools of Chamran University of Ahvaz as the samples of this study using Morgan Table and Multi-stage Random Sampling method.

To collect data, a shortened version of NEO Five-Factor-Inventory (NEO-FFI), Kolb Learning Style Inventory (KLSL), Metacognitive Awareness Inventory (MAI), and The California Critical Thinking Skill test (CCTST): Form B were used. Samples completed the questionnaires within 55 to 60 minutes. Data was analyzed using Pearson`s correlation coefficient, stepwise regression analysis, and Canon correlation analysis. Firstly, the correlation between research variables and critical thinking was investigated using Pearson`s correlation coefficient. Then to identify the variables which had the most predictive effect with the variable of critical thinking, stepwise regression analysis was used. To evaluate the predictive variables associated with critical thinking skills, Canon Correlation was used.

The mean score of personality traits were as the followings: 35.60 ± 6.41 for neuroticism, 37.47 ± 5.48 for extroversion, 38.19 ± 4.28 for openness to experience, 39.30 ± 4.48 for agreeableness and 42.26 ± 6.51 for conscientious. The means scores of learning styles was as the followings: 35.81 ± 4.78 for concrete experience, 38.39 ± 5.55 for abstract conceptualization, 36.15 ± 5.64 for reflective observation, and 38.53 ± 6.93 for active experimentation. In addition, in terms of metacognition, the mean score for the dimensions of knowledge cognition and regulation of cognition were 62.44 ± 4.10, and 65.21 ± 5.16 respectively. According to Pearson Correlation Coefficient, there was a positive and significant correlation between openness to experience and conscientiousness and critical thinking. In addition, there was a positive and significant correlation between the learning style of conceptualization, active experimentation, and reflective observation and critical thinking. In addition, there was a positive and significant correlation between the dimensions of knowledge cognition and regulation of cognition and critical thinking. According to data from Stepwise Regression Analysis, the traits of openness to experience and conscientiousness, learning styles of conceptualization, active experimentation and reflective observation, as well as metacognition dimensions of knowledge recognition and regulation of cognition were effective on critical thinking of the students. Canon Regression model showed that the obtained model in the research could explain 56.6% of variance of personality trait, learning styles and metacognition with analytic, evaluative and inferential skills. The amount of Wilks Lambda test was equal to 0.434 which meant that there was a significant correlation between two groups of variables. Canon Dimension test for predictive and criterion variables showed that only obtained F ratio in the first dimension was significant. Following Canon Correlation Analysis, structural coefficients above 0.30 was interpreted. That is to say, in the first dimension, out of the predictive variables, knowledge cognition (-0.64), abstract conceptualization (-0.53), regulation of cognition (-0.51), openness to experience (-0.51), conscientiousness (-0.38), and active experimentation (-0.36) had the greater share of linear combination of predictive variables. On the other hand, in this dimension of criterion variables in the order of importance, inference (-0.790), evaluation (-0.648) and analysis (-0.643) had higher importance and a greater share of the linear combination of criterion variables, respectively. In other words, in the first dimension, analysis, evaluation and inference were predicted by the variables of knowledge cognition, regulation of cognition, conceptualization, openness to experience, consciousness, and active experimentation. Due to a negative sign, in fact, the low scores of knowledge cognition, regulation of cognition, abstract conceptualization, openness to experience, conscientiousness, and active experimentation were associated with the low scores in analysis, evaluation and inference. In addition, the amount of Canon Coefficient of Determination (R2C) was 0.54 which explained the amount of common variance between two sets of Canon predictive and criterion variables.

Openness to experience and conscientiousness were effective on prediction of students` critical thinking. Beta coefficient of agreeableness, extraversion and neuroticism were not significant. These findings are consistent with previous researches and theories [6, 8, 9, 12-14, 29]. In need of cognition, openness to experience is associated with other cognitive trends, intellectual skills and other cognitive skills [6, 14]. Openness to experience is more highly correlated with intellectual measurements compared to other Big Five personality [30, 31]. People with high score in conscientiousness are productive, thoughtful, purposeful and consistent [8]. Conscientiousness is positively correlated with problem-solving and critical thinking [4, 8, 12]. There is no result about any significant correlation between two dimensions, including extraversion and neuroticism, and critical thinking. There is no evidence about any correlation between two dimensions of Big Five personality dimensions and critical thinking. Methods of abstract conceptualization, active experimentation, and reflective observation were effective on predication of critical thinking. However, beta coefficient of concrete experience was not significant. These findings are consistent with previous studies [17, 19-21]. … [32-34] Components of metacognitive knowledge and regulation of cognition were effective on predicting critical thinking. The findings of this study are consistent with the previous theories and researches [2, 3, 23, 24, 35]. Knowledge of cognition, regulation of cognition, abstract conceptualization, openness to experience, conscientiousness, and active experimentation explained a significant variance in the linear combination of the critical thinking skills. … [36-39]

Similar studies should be done on the male and females samples in other level of education, cities and universities. To investigate causal relationships between variables, further studies should be carried out using experimental and quasi-experimental methods.

Since the subjects of this study, were only the students of the mentioned university, the results cannot be generalized to other level of education, cities, cultures, and universities.

Attitudinal-cognitive dimensions that are personality traits, learning skills and metacognition have significant roles in predicting the performance of students in critical thinking and skills.

Cooperation of undergraduate students of Chamran University of Ahvaz in conducting this research is appreciated.

The results of this research are not in conflict with the interests of any institution and organization.

Non-declared

All cost of research has been paid by the corresponding author.


CITIATION LINKS

[1]Bondy KN, Koenigseder LA, Ishee JH, Williams BG. Psychometric properties of the California critical thinking tests. J Nurs Meas. 2001;9(3):309-28.
[2]Halpern DF. Teaching critical thinking for transfer across domains: Disposition, skills, structure training, and metacognitive monitoring. Am Psychol. 1998;53(4):449-55.
[3]Ku KYL, Ho IT. Metacognitive strategies that enhance critical thinking. Metacognition learn. 2010;5(3):251-67.
[4]Marin LM, Halpern DF. Pedagogy for developing critical thinking in adolescents: Explicit instruction produces greatest gains. Thinking Skills and Creativity. 2011;6(1):1-13.
[5]Thompson N, Pascal J.Developing critically reflective practice. Reflect Pract. 2012;13(2):311-25.
[6]Clifford JS, Boufal MM, Kurtz JE. Personality traits and critical thinking skills in college students: empirical tests of a two-factor theory. Assessment. 2004;11(2):169-76.
[7]Baker M, Rudd R, Pomeroy C. Relationships between critical and creative thinking. J South Agric Educ Res. 2001;51(1):173-88.
[8]Ku KYL, Ho IT. Dispositional factors predicting Chinese students’ critical thinking performance. Pers Individ Dif. 2010;48(1):54-8.
[9]Ennis RH. Critical thinking dispositions: Their nature and assessability. Informal Logic. 1996;18(2&3):165-82.
[10]Perkins DN, Jay E, Tishman S. Beyond abilities: A dispositional theory of thinking. Merrill-Palmer Q. 1993;39(1):1-21.
[11]Facione PA, Giancarlo CA, Facione NC, Gainen J. The disposition toward critical thinking. J Gen Educ. 1995;44(1):1-25.
[12]Spector PE, Schneider JR, Vance CA, Hezlett SA. The relation of cognitive ability and personality traits to assessment center performance. J Appl Soc Psychol. 2000;30(7):1474-91.
[13]Taube KT. Critical thinking ability and disposition as factors of performance on a written critical thinking test. J Gen Educ. 1997;46(2):129-64.
[14]West RF, Toplak ME, Stanovich KE. Heuristics and biases as measures of critical thinking: Associations with cognitive ability and thinking dispositions. J Educ Psychol. 2008;100(4):930-41.
[15]Zhang H, Lambert V. Critical thinking dispositions and learning styles of baccalaureate nursing students from China. Nurs Health Sci. 2008;10(3):175-81.
[16]Guven M, Kurum D. Relationship Between Learning Styles and Critical Thinking-AGeneral Review. Anadolu Univ J So Sci. 2006;6(1):75-90.
[17]Gyeong JA, Myung SY. Critical thinking and learning styles of nursing students at the Baccalaureate nursing program in Korea. Contemp Nurse. 2008;29(1):100-9.
[18]Siriopoulos C, Pomonis G. Learning style changes and their relationship to critical thinking skills. J Coll Teaching & Learn. 2007;4(1):45-60.
[19]Lamm AJ, Harder A, Irani T, Roberts TG, Snyder LU. Developing strong international agricultural education programs by understanding cognition. J Int Agric Extension Educ. 2011;18(2):30-44.
[20]Colucciello ML. Relationships between critical thinking dispositions and learning styles. J Prof Nurs. 1999;15(5):294-301.
[21]Jenkin MM. The learning style and critical thinking abilities within nursing specialties [Master Dissertation]. Melbourne Graduate School of Education; 1998.
[22]Black S. Teaching students to think critically. Educ Re Inf Cent. 2005;70(6):42-7.
[23]Magno C. The role of metacognitive skills in developing critical thinking. Metacognition learn. 2010;5(2):137-56.
[24]Choy SC, Cheah PK. Teacher perceptions of critical thinking among students and its influence on higher education. Int J Teaching Learn Higher Educ. 2009;20(2):198-206.
[25]McCrae RR, Costa PT. A contemplated revision of the NEO Five-Factor Inventory. Pers Individ Dif. 2004;36(3):587-96.
[26]DeCoux VM. Kolb's Learning Style Inventory: A review of its applications in nursing research. J Nurs Education. 1990;29(5):202-7.
[27]Schraw G, Dennison RS. Assessing metacognitive awareness. Contemp Educ Psychol. 1994;19(4):460-75.
[28]Khallli H, Hossein Zadeh M. Investigation of reliability, validity and normality Persian version ofthe California critical thinking skills test; form B (CCTST). J Med Educ. 2003;3(1):29-32.
[29]Facione PA. Critical thinking: What it is and why it counts [Internet]. Insight Assessment [Cited; Nov 7, 2014]. Millbrae, CA: The California Academic Press; 2010. Available from: http://www.insightassessment.com/Resources/Critical-Thinking-What-It-Is-and-Why-It-Counts
[30]McCrae RR, Costa PT. Updating Norman's" adequacy taxonomy": Intelligence and personality dimensions in natural language and in questionnaires. J Pers Soc Psychol. 1985;49(3):710-21.
[31]Ackerman PL, Heggestad ED. Intelligence, personality, and interests: evidence for overlapping traits. Psychol Bull. 1997;121(2):219-45.
[32]Kolb AY, Kolb DA. Learning styles and learning spaces: Enhancing experiential learning in higher education. Acad Manag Learn Educ. 2005;4(2):193-212.
[33]Gould TE, Caswell SV. Stylistic learning differences between undergraduate athletic training students and educators: Gregorc mind styles. J Athl Train. 2006;41(1):109-16.
[34]Suliman WA. Critical thinking and learning styles of students in conventional and accelerated programmes. Int Nurs Rev. 2006;53(1):73-9.
[35]Mulnix JW. Thinking critically about critical thinking. Educ Phil Theory. 2012;44(5):464-79.
[36]Krathwohl DR. A revision of Bloom's taxonomy: An overview. Theory Pract. 2002;41(4):212-8.
[37]Flavell JH. Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. Am Psychol. 1979;34(10):906-911.
[38]Pintrich PR. The role of metacognitive knowledge in learning, teaching, and assessing. Theory Pract. 2002;41(4):219-25.
[39]Magno C. Investigating the effect of school ability on Self-efficacy, learning approaches, and metacognition. Asia-Pacific Educ Res. 2009;18(2):233-44.