Assessment of the psychometric properties of the Vietnamese version of the Critical Thinking Disposition Scale

Nguyen, Trung V.; Kuo, Chien-Lin; Wang, Chih-Yu; Le, Nhu Tuyên; Nguyen, Mai Nhu; Chuang, Yeu-Hui

doi:10.1016/j.nedt.2023.105848

Cited by 3 publications

(4 citation statements)

References 28 publications

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“…This study revealed the existence of two factors, critical openness and reflective skepticism. These factors align well with previously established studies [ 4 , 27 , 30 , 31 ]. Conversely, Spanish, Brazilian, and US versions demonstrated that the one-factor model fit better for their population [ 26 , 28 , 29 ].…”

Section: Discussionsupporting

confidence: 91%

“…The validity of the content was done qualitatively. Similar to previous quantitatively measured studies, our study has also confirmed the validity of the content [ 28 , 31 ].…”

Section: Discussionsupporting

confidence: 90%

“…The CTDS has undergone translation and cross-validation in different populations across the USA [ 26 ], Norway [ 27 ], Brazil [ 28 ], Spain [ 29 ], Turkey [ 30 ], and Vietnam [ 31 ]. The reliability and validity of this scale have been demonstrated in studies conducted among high school students [ 29 ] and university students [ 26 – 28 , 30 , 31 ]. The CTDS was first introduced as a tool to measure critical thinking disposition in undergraduate and postgraduate students [ 4 ].…”

Section: Discussionmentioning

confidence: 99%

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Evaluation of cross-cultural adaptation and validation of the Persian version of the critical thinking disposition scale: methodological study

Bakhtiari-Dovvombaygi,

Pourhasan,

Rahmaty

et al. 2024

BMC Nurs

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Introduction Assessing critical thinking disposition is crucial in nursing education to foster analytical skills essential for effective healthcare practice. This study aimed to evaluate the cross-cultural adaptation and validation of the Persian version of the Critical Thinking Disposition Scale among Iranian nursing students. Method A total of 390 nursing students (mean age = 21.74 (2.1) years; 64% female) participated in the study. Face and content validity were established through feedback from nursing students and expert specialists, respectively. Construct validity was assessed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The EFA was used to explore the number of factors and the items that were loading on them. The CFA was used to confirmed the fidnings of the EFA on the same sample. Convergent and discriminant validity were examined, along with reliability through internal consistency and test-retest reliability. Results EFA revealed a two-factor structure, comprising “Critical Openness” and “Reflective Skepticism,” explaining 55% of the total variance. CFA confirmed the model’s fit (χ² = 117.37, df = 43, χ²/df = 2.73, p < 0.001; RMSEA = 0.067; CFI = 0.95; TLI = 0.93, SRMR = 0.041). Convergent and discriminant validity were supported, with significant factor loadings (p < 0.001) ranging from 0.61 to 0.77. The CTDS exhibited strong internal consistency (α = 0.87) and excellent test-retest reliability (ICC = 0.96). Conclusion The validation of the CTDS in Persian language settings provides a reliable tool for assessing critical thinking disposition among Iranian nursing students. The two-factor structure aligns with previous research, reflecting students’ propensity towards critical openness and reflective skepticism. The study’s findings underscore the importance of nurturing critical thinking skills in nursing education.

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Section: Discussionsupporting

confidence: 91%

“…The validity of the content was done qualitatively. Similar to previous quantitatively measured studies, our study has also confirmed the validity of the content [ 28 , 31 ].…”

Section: Discussionsupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

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Evaluation of cross-cultural adaptation and validation of the Persian version of the critical thinking disposition scale: methodological study

Bakhtiari-Dovvombaygi,

Pourhasan,

Rahmaty

et al. 2024

BMC Nurs

View full text Add to dashboard Cite

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“…Nevertheless, the first two scales contain more items. Participants are more likely to complete a survey with a shorter scale, and they will focus more on each question [ 14 ]. This highlights the need for an instrument that is short, valid, and reliable.…”

Section: Introductionmentioning

confidence: 99%

Chinese version of Yoon Critical Thinking Disposition Instrument: validation using classical test theory and Rasch analysis

Au,

Li,

Tong

et al. 2023

BMC Nurs

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Background Despite the availability of a wide range of critical thinking instruments, there was no original design for nurses that has been translated into Chinese. However, only instruments designed specifically for the nursing discipline would be reliable. This study aimed to translate, culturally adapt, and validate the Yoon Critical Thinking Disposition Instrument in the Chinese context. Methods A four-step translation process was implemented according to Word Health Organization guidelines, which included forward translation, expert panel review, backward translation, and pre-testing. Experts and nursing students participated in testing the validity and reliability of the Chinese version. Results The translation of the instrument went smoothly. According to a confirmatory factor analysis, there was an acceptable fit for the seven-factor model. Content validity indices ranged from 0.6 to 1 at item level, and 0.94 at scale level. In addition, there was extremely high internal consistency and test-retest reliability in the translated instrument. There was a good fit for the items with both person and item reliabilities greater than 0.6 and a separation index of 2.19, respectively. The item location was identified from the wright map as not covering person ability, but the scale did not have a gender-related differential item functioning. Conclusions In this study, a critical thinking disposition instrument for nursing students was translated into Chinese for the first time. This translated instrument is a reliable tool with satisfactory validity and reliability. It could provide opportunities for building a cross-cultural understanding of critical thinking disposition.

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Critical thinking in higher education: a bibliometric analysis

Nuryana,

Sugeng,

Soesilowati

et al. 2024

JARHE

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PurposeCritical thinking (CT) in higher education institutions (HEIs) is rarely examined using bibliometric methods to provide a better reference path for future research. This study aims to provide a broad survey of the bibliometric literature on CT in HEIs.Design/methodology/approachCompiled from the Scopus database, there were 670 articles published from 2018 to 2022 analyzed in the study. VOSviewer software was also used to analyze co-authorship, co-occurrence and citation.FindingsThe results showed that the CT research literature was mainly published in the US However, the highest number of citations was from Australian authors. The most frequent keywords were CT, skills and higher education.Research limitations/implicationsDue to the high variability of assessment strategies for each study, the current study suggests that further research focuses on the global assessment model of CT in HEIs.Originality/valueTo the best of the research’s knowledge, the study on CT in higher education with bibliometric analysis is rarely explored.

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Assessment of the psychometric properties of the Vietnamese version of the Critical Thinking Disposition Scale

Cited by 3 publications

References 28 publications

Evaluation of cross-cultural adaptation and validation of the Persian version of the critical thinking disposition scale: methodological study

Evaluation of cross-cultural adaptation and validation of the Persian version of the critical thinking disposition scale: methodological study

Chinese version of Yoon Critical Thinking Disposition Instrument: validation using classical test theory and Rasch analysis

Critical thinking in higher education: a bibliometric analysis

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