جستجوی مقالات مرتبط با کلیدواژه « تفکر انتقادی » در نشریات گروه « علوم انسانی »

Academic achievement especially in mathematics is very important and knowing the effective factors on it helps a lot in planning in the field of mathematical academic achievement. As a result, the aim of this research was to investigate the causal model of mathematical academic achievement based on the creative thinking and critical thinking with the mediation of problem solving in primary school students. 

The present study was a description from type of quantitative, which its population was all primary school students of Tabriz city in the 2023-24 academic years. The sample size of the present research was considered to be 250 people, which this number were selected by multi-step cluster random sampling method. The tools of this study were included the questionnaires of mathematical academic achievement (Shalev et al, 1993), creative thinking (Welch and Mc Dowall, 2010), critical thinking (Facione et al, 1994) and problem solving (Heppner and Petersen, 1982) and their data were analyzed with the methods of Pearson correlation coefficients and structural equation modeling in SPSS-26 and AMOS-24 software. 

The findings of the present research showed that the causal model of mathematical academic achievement based on the creative thinking and critical thinking with the mediation of problem solving in primary school students had a good fit. In the mentioned model, the variables of creative thinking and critical thinking had a direct and significant effect on problem solving and mathematical academic achievement of primary school students, and the variable of problem solving had a direct and significant effect on their mathematical academic achievement. In addition, the variables of creative thinking and critical thinking with the mediation of problem solving had an indirect and significant effect on mathematical academic achievement of primary school students (P<0.05). 

According to the results of this study, in order to improve the mathematical academic achievement of primary school students can promote their creative thinking, critical thinking and problem solving.

 The book of chivalry by Henry Carbone is a collection of analysis and review of seven fatut letters, which include customs related to chivalry, moral teachings and practical wisdom. The author has a special attitude in this book and proves his theory with successive arguments.

 This article aims to identify the author"s research method by examining the style of discussion and how the author"s arguments are. In the direction of this identification, first the main statement that the author tried to prove was identified. Then the related arguments were extracted and evaluated based on the components of critical thinking.

Among the components of critical thinking, the most important features of Carbone"s arguments and his definitions are clarity, communication and breadth of opinion.

 The result obtained from this research is that before entering the discussion, Karbon first defines the concepts and terms used. Then, by stating the premises, he builds his argument and finally summarizes his argument with a few short and clear sentences.

The present research aims to analyze the content of the Persian elementary school curriculum from a critical thinking perspective. The research method is qualitative content analysis (inductive-deductive). The research population includes the teacher’s guide for Persian languages in grades 1 to 6 of elementary school, the non-final version of the curriculum guide for the field of Persian language and literature in the year 2019, and the curriculum guide for the field of education and learning of Persian language and the literature in the year 2014. Two open and axial coding methods were used to analyze the data. First, the content of a Persian elementary school curriculum was extracted from the mentioned sources and classified. Then, the relationship between the extracted curriculum categories and the components of critical thinking (based on the 16 component list of Critical thinking by Jebeliadeh, 2023) was determined. Based on the qualitative content analysis, the content of the Persian curriculum was divided into 8 categories, which are: fostering literary-linguistic knowledge, self-awareness, promoting the role of interaction, emphasizing the chain of understanding the concept, enhancing cultural and religious-national identity, strengthening the power of initiative, Thinking and systematization. Among these classes, the classes of cultivating literary-linguistic knowledge and enhancing cultural and religious-national identity have not been related to any of the components of critical thinking. Therefore, it is suggested to revise the content of the Persian curriculum of the elementary school and to pay attention to all aspects of critical thinking in a balanced way.

The present study was conducted with the purpose of investigating the effect of cultural values on critical thinking tendencies among students of Azad University using the correlation method. The statistical population included all the students of medical, humanities, technical and engineering faculties of Islamic Azad University, Sari branch in the academic year of 1401-1402 in the number of 8933 people, according to the table of Karjesi and Morgan, the number of 368 people was selected by stratified random sampling method. (according to the school) were selected as a sample. The tools of data collection were cultural values questionnaires by Mansouri Sepehr et al. (reliability: 0.88) and critical thinking by Pak Mehr et al. (reliability: 0.89). At the 95% confidence level (α = 0.05), the Pearson correlation coefficient showed that there is a significant positive relationship between cultural values and critical thinking tendencies in the students of each of the faculties of medicine, humanities, and technical and engineering. has it. One-way analysis of variance showed that cultural values and critical thinking tendencies among students of medical, humanities and technical and engineering faculties do not have statistically significant differences. Also, regression analysis showed that cultural values have an effect on students' critical thinking tendencies. So that cultural values explain (predict) 55.4% of critical thinking tendencies.

Critical thinking, as an art of analyzing and evaluating thought, leads to the improvement and enhancement of individual thinking through assessment. The present study aimed to investigate the impact of perceived social support and life changes on critical thinking with the mediating role of moral foundations. 

Methods and Materials:

 In a predictive correlational design, 404 young individuals (both male and female) about to get married were selected through convenience sampling and using Klein's sample size formula (formula 1 to 20). The research instruments included standard questionnaires of Perceived Social Support - Family Scale (PSS-FA), Young Adults Family Inventory of Life Events and Changes (YA-FILES), Critical Thinking Disposition Inventory (CTDI), and Moral Foundations Questionnaire (MFQ-30). Data analysis was conducted using SPSS19 and Smart-PLS software. 

Results indicated that 19.4% of the variations in critical thinking were explained by the variables of social support and life changes (P < 0.001). Additionally, results related to the mediating role of moral foundations showed that social support and life changes, through moral foundations, have no indirect effect on critical thinking, with values of 0.005 (0.661) and -0.008 (0.676) respectively (P > 0.05). 

Based on the research findings, it can be concluded that perceived social support and family life changes affect moral foundations and critical thinking. Therefore, paying attention to these mechanisms can be useful in developing effective preventive and therapeutic interventions for adolescents about to get married.

The significance of self-directed learning has become increasingly prominent within the current educational system in Iran. Various psychological aspects engage students who actively participate in learning through self-directed methods. While the existing literature has focused on self-directed learning, influential variables such as emotional creativity, critical thinking disposition, academic buoyancy, and achievement motivation have been largely overlooked.

The aim of this study is to design and test the causal model of selfdirected learning based on emotional creativity, critical thinking disposition and academic buoyancy with the mediation of Achievement motivation.

In terms of purpose the present study is applied and the descriptive method is correlational. The statistical population includes all the male students of the second secondary school in Izeh city. The sample size in this study is 400 students based on Cochran's formula, who were selected using a proportional multi-stage random sampling method.The data collection tools in this study include Fisher King and Tagos self-administered learning readiness scale questionnaire (2001(Critical Thinking disposition Questionnaire of Ricketts (2003), Martin and marshs Academic buoyancy Questionnaire (2006), Avrils emotional creativity questionnaire (1999) and the Herman’s AchievementMotivation Questionnaire, (1970).

The results indicated a relationship between emotional creativity, self-directed learning and Achievement motivation.there is also relationship between critical thinking with self-directed learning and Achievement motivation. Academic buoyancy, self-directed learning and Achievement motivation.there is a relationship between Achievement motivation and self-directed learning. The results showed that the critical thinking disposition is related to self-directed learning through the Achievement motivation of and academic buoyancy through Achievement motivation to the self-directed learning.

Based on the results of this study, the variables of emotional creativity, critical thinking disposition, academic buoyancy, and achievement motivation have significant direct and indirect effects on self-directed learning. This model demonstrates its potential as a suitable framework for enhancing self-directed learning among students. Further studies with larger sample sizes can provide a more comprehensive perspective on these relationships and contribute to a deeper understanding of the factors influencing self-directed learning.

Identifying, cultivating, and developing critical thinking competencies is one of the most important success factors of engineers in problem-finding, problem-oriented, problematizing and recognizing innovative solutions and solving complex problems. For this purpose, in the present study, an attempt was made to analyze the place of critical thinking in engineering education by identifying its outcomes. For this purpose, in a systematic review based on the guidelines of PRISMA, the articles indexed in Scopus, Google Scholar and Science-Direct databases in the period from 2010 to 2023, using the combination of keywords “Critical Thinking” OR “Engineering Education” OR “Critical Thinking in Engineering Education” AND “Outcomes OR results” AND “Engineering Education” OR “Engineering” and Benefits, AND “Limitations OR Critical Thinking” were identified and retrieved. Finally, 21 articles were selected for the final analysis after checking the entry and exit criteria. The articles must meet the four conditions including 1. Be related to the research topic; 2. Be published between 2010 and 2023; 3. The articles have reached the final publication; 4. The articles must have the words critical thinking, engineering education. The findings identify nine outcomes, use of critical thinking in engineering education. The results show that for effective teaching of critical thinking and its inclusion in engineering curricula, a more coherent approach is needed to provide a useful and effective formal platform for promoting knowledge, insight, values and skills throughout the curriculum. The needs of students should be considered; therefore, it is necessary to present the methods of teaching critical thinking to engineering professors and provide a concrete, practical and understandable context for cultivating this competence in engineering students. It is clear that considering the vital achievements of critical thinking, the examination and preparation of the requirements and conditions needed to review and update educational policies and micro and macro guidelines to empower engineering professors in cultivating critical thinking in engineering students is not only necessary but undeniable; It seems that not only these requirements have not been paid attention to, but even in practice, they have been neglected, and for this reason, this authentic competence has not been cultivated.

Educational experts posit that technology-based experiences can augment students’ academic performance and foster their critical thinking ability. In this study, the efficacy of human-mediated and non-human-mediated environments was compared in terms of Kolb’s experiential learning cycle, concerning the critical thinking, reading comprehension, and vocabulary development of young English language learners. Over a period of four months, two groups of 60 learners (30 in each group) were exposed to mediation via two modalities: teacher-made and computer-made mediators. Pre-tests and post-tests were deployed to gauge learners’ progress in critical thinking, reading comprehension, and vocabulary development. The findings evinced those learners who received technology-mediated instruction outperformed the teacher-mediated group in terms of critical thinking, vocabulary development, and reading comprehension. It is evident that learners who interacted with a computer mediator trumped those who interacted with a human-made mediator, i.e., the teacher. This could be attributed to the alluring features of non-human mediators (technology), which are evidently more compelling than their human counterparts.

The present study was conducted with the aim of investigating the predictive role of media literacy and critical thinking on the level of cyber victimization among Payam Noor University students in Isfahan.

The current research method is descriptive and correlational. The statistical population is made up of all undergraduate students of Payam Noor University of Isfahan who studied in the academic year of 1400-1401. A number of 400 students from this community were selected by available sampling method and were exposed to three standard media literacy questionnaires (philosophical 2013) and Ritex critical thinking (2005) and standard bullying-victim questionnaires through receiving a response link through virtual space. (Lopez 1997) were placed. The validity and reliability of these questionnaires have been confirmed.The findings showed that there is a significant relationship between media literacy and victimization rate and between critical thinking and victimization rate. also; The media literacy level of the students was evaluated as average; This means that students who had higher media literacy experienced less victimization

Students who had media literacy, compared to students who did not have these skills, in the skills of using media, analyzing media messages

the present study was conducted with the aim of investigating the effects of critical thinking training on the improvement of the dark trinity of the personality of elite student athletes. The current research was semi-experimental with a pre-test-post-test design with two control and experimental groups. The statistical population of the research was elite male athletes and 30 people (10 people in the experimental group and 10 people in the control group) were selected and participated in the research as a sample. In the pre-test, all the subjects completed the critical thinking questionnaires (Heipel (2005) and Fisher (1986) and the dark triad of personality (Jennison and Webster). Then the experimental group completed eight 90-minute sessions. received the intervention of critical thinking. The results showed that the scores of Machiavellianism and antisocial personality traits in the experimental group were 7.502 and 6.610, respectively, and their comparison with the control group values were 11.498 and 11.498, respectively. 12.323 indicates the significant effect of critical thinking training intervention among elite athletes (F(1,25) = 31.992, p < 0.001 and F (1, 25) = 62.353, p < 0.001 ). The same results indicate the fact that the effect of the intervention in reducing narcissism in the experimental group was not significant compared to the control group. The values of narcissism in the experimental and control groups were 20.435 and 20.298, respectively. (F(1,25)=0.174, p<0.682). Therefore, it can be suggested to use the critical thinking method to increase the performance of elite athletes with dark triad of personality.

The purpose of this research was to study the effect of critical thinking and creative thinking on learning self-regulation with the mediation of emotional intelligence.

The present research method was applied in terms of objective, quantitative in nature, and descriptive in terms of correlation type (structural equation model). The statistical population of the research was all the students of the second year of elementary school in the 2nd district of Ardabil in the academic year of 2022-2023, whose number was about 13500, and 374 of them were selected as a statistical sample using stratified random sampling. The data collection tools were the Rajaee's Critical Thinking Questionnaire, the Welch and McDowall's Creative Thinking Questionnaire, the Schutte et al.'s Emotional Intelligence Questionnaire, and the Bouffard et al.'s Self-Regulated Learning Questionnaire.

The findings indicated that all the absolute, comparative and parsimonious indicators of the model are favorable and critical thinking and creative thinking can have an effect on self-regulation learning both directly and indirectly by considering the mediating role of emotional intelligence (p<0.05).

Finally, it is suggested to draw the attention of families and schools to strengthening critical thinking and creative thinking. Also, with the development of emotional intelligence in students under the format of codified and continuous programs, he took a step towards increasing their self-regulation learning.

The purpose of this study was to evaluate the effectiveness of the implementation of mathematics lesson plan with a lesson study approach on critical thinking in ninth grade male and female students in Tehran. Mathematics lesson was developed with a lesson study approach and then using a quantitative method of semi-experimental type pre-test and post-test with a control group with a role that adjusts the gender of students.Data collection tools; Demographic questions and a critical thinking questionnaire were used. Yes, this research is in the qualitative part; The heads of the departments and one of the secretaries, members of the mathematics departments of the19districts of Tehran,were selected by numerical sampling method, for a total of 38 students, and in the quantitative section,120ninth grade male and female students. Inferential statistics such as univariate analysis of covariance (MANOVA), multivariate analysis of covariance (MANCOVA) and two-way analysis of variance were used to test the research hypotheses.The results showed that the implementation of the ninth grade math lesson plan with a lesson study approach is effective on critical thinking and its components.Analysis;, evaluation, ;inference;, inductive; reasoning and deductive reasoning) And the components of students' gender have a moderating role.

Topic: The main topic of this research is to investigate the main components of the intellectual virtues and critical thinking and their relationship with monovision in order to realize educational ideals.

One of the most important educational ideals is that cognitive growth and moral growth take place together. Critical thinking and intellectual virtue are two important educational approaches whose main end is to take steps towards this educational ideal. In this article, the relationship between intellectual virtues and critical thinking in order to achieve educational ideals was discussed.

This article collected information using a library method and then discussed and investigated the relationship between critical thinking and intellectual virtues in order to achieve educational ideals with the descriptive method and content analysis.

Based on the findings of this research, it was determined that the most important components of intellectual virtues are motivational, emotional, judgment and success components. The main components of critical thinking are the evaluation of reasoning (cause) and the component of the spirit of critical thinking. Intellectual virtue and critical thinking are distinct from each other, although some dimensions of critical thinking overlap with intellectual virtue (such as curiosity, intellectual perseverance, open mindedness, intellectual courage, etc.). Intellectual virtue and critical thinking complement each other to realize educational ideals.

In all disciplines, critical thinking and intellectual virtues are among the most important things that must be taught to students. Intellectual virtues and critical thinking are necessary prerequisites for learning all academic disciplines; Because apart from causing academic success and achieving superior thinking, they are also very effective in the efficiency of social life and citizenship.