A multi-level modeling approach to investigating students’ critical thinking at higher education institutions

Roohr, Katrina Crotts; Olivera‐Aguilar, Margarita; Ling, Guangming; Rikoon, Samuel H.

doi:10.1080/02602938.2018.1556776

Cited by 29 publications

(23 citation statements)

References 21 publications

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“…The theoretical methods were represented by analysis, systematization and generalization of publications of Russian and international scientists on the problem of research. We studied the theory of critical thinking (Halpern, 2014;Paul, & Elder, 2013), the use of solving analytic tasks by intelligence analysts (Dhami & Careless, 2019), approaches to investigating students' critical thinking at higher education institutions (Roohr, Olivera-Aguilar, & Ling, 2019). We examined the need for critical thinking in the military educational system (Grigoras & Mustata, 2016) and the importance of critical thinking for military professionals (Guillot, 2006).…”

Section: The Theoretical Methodsmentioning

confidence: 99%

Analytical And Critical Thinking Skills Of Cadets And Post-Graduate Students

Kostikova¹

2019

The European Proceedings of Social and Behavioural Sciences

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Cognitive skills such as analytical and critical thinking are important components of professional culture of the military personnel. Clear thinking, reasoning, problem solving and the military decision-making process are a cornerstone of military education. Advanced skills in counterterrorist analysis, threat assessment and preparation of tactics, techniques and procedures -all of these skills may help military professionals bring peace and stability to different groups of people and function effectively during peacekeeping and humanitarian operations. Contemporary military education undergoes significant

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Section: The Theoretical Methodsmentioning

confidence: 99%

Analytical And Critical Thinking Skills Of Cadets And Post-Graduate Students

Kostikova¹

2019

The European Proceedings of Social and Behavioural Sciences

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“…Given the inadequacy of traditional teaching approaches or direct instruction, real problem‐solving, experience‐based, and information technology‐based instruction have been employed to improve higher order thinking abilities. Consequently, training in higher order thinking skills is central to meet the increasing demands of society (Roohr, Olivera‐Aguilar, Ling, & Rikoon, 2019).…”

Section: Traditional Instructionmentioning

confidence: 99%

Effectiveness of successful intelligence training program: A meta‐analysis

Saw

Han

2021

PsyCh Journal

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This study assessed Robert Sternberg's theory of successful intelligence (TSI) training in teaching and learning situations to improve academic achievement, triarchic (analytical, creative, practical) thinking, and socioemotional outcomes. The analyses included all references from several databases (Web of Science, ProQuest, Elsevier, Google Scholar, and bibliographies of related articles) from 1998 to 2019 that implemented the successful intelligence training program in a variety of ways. Possible moderators, selection criteria, subject areas, and grade levels were investigated. A total of 24 studies (19 articles) were included in the meta-analysis. The results revealed that successful intelligence training has a positive effect on students' overall achievement, g = 0.63, SE = 0.11, 95% confidence interval (CI) [0.41, 0.85], k = 24, z = 5.98, p < .001, under a random-effect model. After adjusting for publication bias, the effect size (ES) g was 0.35, SE = 0.12, 95% CI [0.10, 0.60]. The ES was the largest for socioemotional outcomes, followed by triarchic outcomes and then achievement outcomes. High-IQ-based selected participants received higher ES than teacher-selected participants. Regarding subject areas, science and general triarchic training differed significantly. Among the grade levels, high-school level and primary level differed significantly. Moreover, intervention duration negatively moderated the ES significantly. Gender did not moderate the ES. All student participants benefited from the successful intelligence training program, and this benefit was greater for gifted and older students. This finding suggests that TSI training educators provide a more detailed, structured, and authentic problem situation to be more effective instead of academic problems.

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“…Fulcher et al (2017) assessed ethical reasoning by using a locally-built eight-dimension rubric, comparing data from freshmen and seniors. Fulcher et al (2017) also used a local rubric to assess student competency, and Roohr et al (2019) used a standardized exam to demonstrate the competency value-added. Roohr et al (2019) also examined the impact of additional students' and institutional factors (GPA, admission and major) on students' critical thinking skills.…”

Section: Literature Reviewmentioning

confidence: 99%

Outcome Assessment of General Education 21st Century Competency Skills: Close the Loop Efforts in the United States

Pham

2021

VJE

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Over the past several years, various stakeholders have continued to express concerns about the quality of U.S. higher education. Under the accountability and transparency pressures, institutions must provide evidence of student learning, especially the value of general education programs upon graduation. Therefore, a case study at a U.S. comprehensive university was conducted to assess five general education competency skills (written, oral, quantitative literacy, critical thinking and information literacy). To facilitate “close the loop” conversations with faculty and committees, in addition to descriptive analysis, the university disaggregated the assessment data in a non-traditional way by examining the relationship of student factors (race, year and college) and student learning. The researcher used ANCOVA and ANOVA to identify significant differences. Results indicated year and race were related to student outcomes, except for critical thinking skills. The researcher provided suggestions for use of the study’s findings to close the loop in the general education program.

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A multi-level modeling approach to investigating students’ critical thinking at higher education institutions

Cited by 29 publications

References 21 publications

Analytical And Critical Thinking Skills Of Cadets And Post-Graduate Students

Analytical And Critical Thinking Skills Of Cadets And Post-Graduate Students

Effectiveness of successful intelligence training program: A meta‐analysis

Outcome Assessment of General Education 21st Century Competency Skills: Close the Loop Efforts in the United States

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