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dc.contributor.authorStupple, Edward J. N.
dc.contributor.authorMaratos, Frances A.
dc.contributor.authorElander, James
dc.contributor.authorHunt, Thomas E.
dc.contributor.authorCheung, Kevin Yet Fong
dc.contributor.authorAubeeluck, Aimee
dc.date.accessioned2016-12-07T11:47:31Z
dc.date.available2016-12-07T11:47:31Z
dc.date.issued2016-11-24
dc.identifier.citationStupple, E. J., Maratos, F. A., Elander, J., Hunt, T. E., Cheung, K. Y., & Aubeeluck, A. V. (2017). Development of the Critical Thinking Toolkit (CriTT): A measure of student attitudes and beliefs about critical thinking. Thinking Skills and Creativity. 23 : pp. 91-100. DOI: 10.1016/j.tsc.2016.11.007en
dc.identifier.issn1871-1871
dc.identifier.doi10.1016/j.tsc.2016.11.007
dc.identifier.urihttp://hdl.handle.net/10545/621117
dc.description.abstractCritical thinking is an important focus in higher education and is essential for good academic achievement. We report the development of a tool to measure critical thinking for three purposes: (i) to evaluate student perceptions and attitudes about critical thinking, (ii) to identify students in need of support to develop their critical thinking, and (iii) to predict academic performance. Seventy-seven items were generated from focus groups, interviews and the critical thinking literature. Data were collected from 133 psychology students. Factor Analysis revealed three latent factors based on a reduced set of 27 items. These factors were characterised as: Confidence in Critical Thinking; Valuing Critical Thinking; and Misconceptions. Reliability analysis demonstrated that the sub-scales were reliable. Convergent validity with measures of grade point average and argumentation skill was shown, with significant correlations between subscales and validation measures. Most notably, in multiple regression analysis, the three sub-scales from the new questionnaire substantially increased the variance in grade point average accounted for by measures of reflective thinking and argumentation. To sum, the resultant scale offers a measure that is simple to administer, can be used as a diagnostic tool to identify students who need support in developing their critical thinking skills, and can also predict academic performance.
dc.description.sponsorshipThe study was funded by small grants from the Higher Education Academy Psychology Network Mini-Project Scheme, and the University of Derby’s Quality Research Fund.en
dc.language.isoenen
dc.publisherElsevieren
dc.relation.urlhttp://www.journals.elsevier.com/thinking-skills-and-creativityen
dc.relation.urlhttp://www.sciencedirect.com/science/article/pii/S1871187116302000en
dc.subjectCritical Thinkingen
dc.subjectLearningen
dc.subjectTeachingen
dc.subjectCognitive reflectionen
dc.titleDevelopment of the critical thinking toolkit (CriTT): A measure of student attitudes and beliefs about critical thinkingen
dc.typeArticleen
dc.contributor.departmentUniversity of Derbyen
dc.identifier.journalThinking Skills and Creativityen
dcterms.dateAccepted2016-11-22
html.description.abstractCritical thinking is an important focus in higher education and is essential for good academic achievement. We report the development of a tool to measure critical thinking for three purposes: (i) to evaluate student perceptions and attitudes about critical thinking, (ii) to identify students in need of support to develop their critical thinking, and (iii) to predict academic performance. Seventy-seven items were generated from focus groups, interviews and the critical thinking literature. Data were collected from 133 psychology students. Factor Analysis revealed three latent factors based on a reduced set of 27 items. These factors were characterised as: Confidence in Critical Thinking; Valuing Critical Thinking; and Misconceptions. Reliability analysis demonstrated that the sub-scales were reliable. Convergent validity with measures of grade point average and argumentation skill was shown, with significant correlations between subscales and validation measures. Most notably, in multiple regression analysis, the three sub-scales from the new questionnaire substantially increased the variance in grade point average accounted for by measures of reflective thinking and argumentation. To sum, the resultant scale offers a measure that is simple to administer, can be used as a diagnostic tool to identify students who need support in developing their critical thinking skills, and can also predict academic performance.


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