Student Perception of the Level of Development of Complex Thinking: An Approach Involving University Women in Mexico

Cruz-Sandoval, Marco; Parra, José Carlos Vázquez; Carlos-Arroyo, Martina; Zamora, Juan Alberto Amézquita

doi:10.1080/15348431.2023.2180370

Cited by 14 publications

(10 citation statements)

References 33 publications

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“…The participants of the studied course improved their perceived achievement of complex thinking competency and all its subcompetencies. This is in accordance with previous studies such as those conducted by Cruz-Sandoval, Vázquez-Parra, and Amézquita-Zamora [21], who found that there is a natural development of the complex thinking competence in students, although in their study, they do not specify a specific course; 2.…”

Section: Discussionsupporting

confidence: 91%

“…Complex thinking, as a competency, involves a series of cognitive processes and affective components that allow analyzing information and generating new ideas and perspectives [21]. This ability allows people to understand complex systems, establish connections between apparently different pieces of information, and solve problems comprehensively [22].…”

Section: Complex Thinking and Its Impact On Human Well-beingmentioning

confidence: 99%

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Critical Thinking and Student Well-Being: An Approach in University Students

Vázquez-Parra,

Suárez-Brito,

Alonso-Galicia

et al. 2023

Societies

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Human well-being is a dynamic and changing concept as it depends on personal, social, cultural, and political factors and varies over time according to individual circumstances. Therefore, it is essential to address this issue from a comprehensive and multidisciplinary approach, seeking that individuals, from an early age, manage to develop skills and attitudes that allow them to achieve a balance in their lives. This article presents the results of the measurement of students’ perceived achievement of the competence of complex thinking in a subject focused on human development. Specifically, the research sought to identify whether there is a relationship between the level of critical thinking and the acquisition of skills associated with human well-being. The selection of critical thinking is based on the fact that this cognitive ability is one of the subcompetencies included in complex thinking. The sample was a group of university students from different disciplines and educational levels. Methodologically, descriptive analyses were made on the means of students’ responses to a validated instrument measuring the perceived achievement of complex thinking competency and its subcompetencies and the final evaluations of the students’ course. In conclusion, an improvement in the perception of achievement of complex thinking competency and its subcompetencies is demonstrated in the students, with critical thinking that achieved the best means, its increase being significant for the whole group and for women but not for men. In this sense, although it was not possible to demonstrate a statistically significant relationship between the development of this subcompetency and the acquisition of tools associated with well-being, data showing a possible association between these elements were obtained.

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Section: Discussionsupporting

confidence: 91%

Section: Complex Thinking and Its Impact On Human Well-beingmentioning

confidence: 99%

Critical Thinking and Student Well-Being: An Approach in University Students

Vázquez-Parra,

Suárez-Brito,

Alonso-Galicia

et al. 2023

Societies

Self Cite

View full text Add to dashboard Cite

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“…For this study, the E-Complexity instrument was applied, which was designed and validated by a group of experts (see Cruz-Sandoval et al 2023b). The E-Complexity instrument measures the participants' perceived mastery of the reasoning for complexity competency and its sub-competencies.…”

Section: Instrument and Data Analysismentioning

confidence: 99%

Cultural Imaginaries and Complex Thinking: Impact of Cultural Education on the Development of Perceived Achievement of Complex Thinking in Undergraduates

et al. 2023

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This article presents the results of measuring the perceived achievement of complex thinking competency in a group of university students enrolled in a subject about Mexican cultural education. Specifically, the work intended to identify whether there is a correlation between the level of complex thinking and its sub-competencies with the appropriation of cultural knowledge. The sample population of university students from different disciplines took the subject “Imaginarios Culturales de México (Cultural Imaginaries of Mexico)”. The descriptive methodology analyzed the means of the students’ responses on a validated instrument measuring their perceived achievement of complex thinking competency and its sub-competencies. The questionnaire instrument was implemented at the beginning and end of the course without making a specific intervention. In conclusion, the research identified a statistically significant correlation between both variables, demonstrating that cultural training correlates with students’ perceived achievement of complex thinking competency and its sub-competencies. These results contribute to both the educational theory associated with the development of formative tools of competencies and skills, as well as the revaluation of cultural appropriation as a relevant formative element in lifelong learning.

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“…Consequently, the indicators we considered in our analysis in order to estimate the impact of extracurricular activities were centralized and coded according to the Cruz-Sandoval model [68], emerging from 32 questions regarding extracurricular activities as tools of entrepreneurial education that were carried out with the students in the projects (Table 2).…”

Section: The Selection Of Variablesmentioning

confidence: 99%

Enhancing Students’ Entrepreneurial Competencies through Extracurricular Activities—A Pragmatic Approach to Sustainability-Oriented Higher Education

et al. 2023

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Entrepreneurship can provide a creative, disruptive, problem-solving-oriented approach to the current economic, environmental, and social challenges of the world. This article aims to provide an analysis about the way universities can have an impact on developing entrepreneurial competence in students through extracurricular activities. The research relies on a questionnaire survey of students at the University of Petrosani, who participated in a range of entrepreneurial activities both online during the COVID-19 pandemic and face-to-face afterwards. The methodology consisted of applying principal component analysis to reduce the dimensionality of the indicators, followed by classification of the respondents through cluster analysis and training of a feedforward neural network. After finishing the network-training process, the error was minimized, resulting in three classes of respondents. Furthermore, based on the three classes, follow-up conclusions, policies, and decisions can be issued regarding the perception of entrepreneurship at the societal level, which is beneficial for academia and entrepreneurs, as well as for future research undertaken in this field. The key conclusion of our research is that entrepreneurship education is a real facilitator of the transition to sustainable entrepreneurship. Students perceived meeting successful entrepreneurs as being among the most effective extracurricular activities, assessing online activities as useful, and the field of study proved to be an important factor in their entrepreneurial intention.

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Student Perception of the Level of Development of Complex Thinking: An Approach Involving University Women in Mexico

Cited by 14 publications

References 33 publications

Critical Thinking and Student Well-Being: An Approach in University Students

Critical Thinking and Student Well-Being: An Approach in University Students

Cultural Imaginaries and Complex Thinking: Impact of Cultural Education on the Development of Perceived Achievement of Complex Thinking in Undergraduates

Enhancing Students’ Entrepreneurial Competencies through Extracurricular Activities—A Pragmatic Approach to Sustainability-Oriented Higher Education

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