The Role of Graduate Students’ Achievement Goals in Their Critical Thinking Disposition

Dehghani, Marzieh; Mirdoraghi, Fatemeh; Pakmehr, Hamideh

doi:10.1016/j.sbspro.2011.04.121

Cited by 12 publications

(9 citation statements)

References 22 publications

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“…Results of the current study also indicated a significant relationship between critical thinking disposition and achievement goal orientation; similar results were reported by Azizi et al (15), Dehghani et al (32), and Poondej et al (33). Findings of some studies indicated that people with higher achievement goal orientation, benefit from extensive insights and use problem solving and critical thinking strategies to solve different problems.…”

Section: Discussionsupporting

confidence: 90%

Critical Thinking Disposition in the First- and Last-Year Medical Students and its Association with Achievement Goal Orientation

Shakurnia

Baniasad

2018

Strides Dev Med Educ

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Background: Since medical students play an important role in public health system as well as the treatment of patients, the need for critical thinking in them is extensively felt. The current study aimed at evaluating the level of critical thinking disposition (CTD) in the first-and last-year medical students and its association with goal orientation in Ahvaz Jundishapur University of Medical Sciences in 2016. Methods: The current cross sectional study used critical thinking disposition inventory (CTDI) developed by Rudd and Ricketts, and achievement goal questionnaire-revised (AGQ-R) developed by McGregor and Elliot to collect data. The questionnaires were distributed among 255 students of which 204 (80%) students completed them. Data were analyzed using t-test and Pearson correlation coefficient. Results: Of the 204 studied subjects, 104 were the first-year and 100 the last-year medical students. The mean age of the first and last year of medical students was 18.930.86 and 24.601.31 years, respectively. Moreover, 47 first-year and 66 last-year subjects were female. The mean score of CTD for the first-and last-year students were 69.82 ± 10.60 and 71.48 ± 11.86, respectively, lower than the average range. Based on the t-test results, there was no significant difference between this group students (P = 0.310). The mean score of CTD and AGQ for all the study participants was 70.75 ± 11.12 and 28.22 ± 7.76, respectively; a significant correlation was observed between critical thinking disposition and achievement goal orientation (P = 0.001, r = 0.294). Conclusions: The results of the current study indicated that the CTD score was lower than average range in the first-and last-year students; besides, lack of difference between first and last year students emphasized that educational processes should be propelled toward employment of approaches to promote and strengthen critical thinking disposition.

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Section: Discussionsupporting

confidence: 90%

Critical Thinking Disposition in the First- and Last-Year Medical Students and its Association with Achievement Goal Orientation

Shakurnia

Baniasad

2018

Strides Dev Med Educ

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“…In addition, students' prior knowledge has been proven to significantly contribute to students' academic ability (Yenilmez, Sungur, & Tekkaya, 2006). Academic ability is associated with critical thinking skills (Dehghani, Mirdoraghi, & Pakmehr, 2011). Students who possess high academic ability are better at processing information, organizing, deducting, and exploring knowledge based on experiences (King, Goodson, & Rohani, 2010).…”

Section: Academic Abilitymentioning

confidence: 99%

RICOSRE: A Learning Model to Develop Critical Thinking Skills for Students with Different Academic Abilities

Mahanal¹,

Zubaidah²,

Sumiati³

et al. 2019

INT J INSTRUCTION

134

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The purpose of this study was to investigate the effect of RICOSRE learning models towards critical thinking skills of students with different academic abilities. This quasi-experimental study employed a pretest-posttest nonequivalent control group design and involved all the eleventh-grade students from high schools in Malang, Indonesia. The sample consisted of 134 students from two separate schools which represented different academic abilities (high and low). Data were collected using an essay test on students' critical thinking skills. A rubric was employed to assess students' answers and the results were analyzed using ANCOVA. Findings suggest that (1) there is a difference between the critical thinking skills of students whose learning was facilitated with RICOSRE and critical thinking skills of students who were engaged in conventional learning, (2) there is a critical thinking difference between the high and low ability students, (3) there is a difference in students' critical thinking skills affected by the interaction between learning models and students' academic abilities. Based on the results of this study, it can be concluded that RICOSRE can close the critical thinking skills gap between the high and low ability students.

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“…The use of media that involves kinetic responses and raises curiosity about the object to be learned is closely related to the critical thinking character possessed (Plump & LaRosa, 2017). The more critical someone is about the things that will be learned, it will increase the effort involved to get the best results (Dehghani, Mirdoraghi, & Pakmehr, 2011). The results showed that moderate correlations between critical thinking and the restoration of learning meant that there was a significant correlation between these two variables.…”

Section: Resultsmentioning

confidence: 98%

Using Kahoot to Improve Students' Achievement and Critical Thinking in Undergraduate of Psychology Students

Warsihna

Ramdani

Prakoso³

2019

Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019)

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Kahoot is one of the most popular evaluation methods used as an effective instrument in the learning process. As a platform of digital-based media, there are many advantages that can be gotten by using it, such as making easier and faster for teacher and lecturer in getting assessment results, reducing of the cost in making and duplicating a couple of questions, and psychologically improving students' attention in understanding material actively and openly. This is a preliminary study which is conducted using experimental design toward 60 of psychology students who attended the research methodology and psychometric courses. The purposes of this study are to explore the psychological factors that might happen during learning Kahoot media and to identify the effect of Kahoot learning in improving student achievement and creating a critical thinking character. The results of this study show that there is a significant difference between pretest and posttest score during the experimental period. Therefore, this preliminary study gives important information about the effectiveness of using Kahoot in the learning process.

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The Role of Graduate Students’ Achievement Goals in Their Critical Thinking Disposition

Cited by 12 publications

References 22 publications

Critical Thinking Disposition in the First- and Last-Year Medical Students and its Association with Achievement Goal Orientation

Critical Thinking Disposition in the First- and Last-Year Medical Students and its Association with Achievement Goal Orientation

RICOSRE: A Learning Model to Develop Critical Thinking Skills for Students with Different Academic Abilities

Using Kahoot to Improve Students' Achievement and Critical Thinking in Undergraduate of Psychology Students

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