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

The purpose of this research is to investigate the relationship between transformational teaching and critical thinking with the mediating role of students' academic engagement.

This research is applied in terms of its objective and descriptive-correlational in terms of its methodology, utilizing structural equation modeling (SEM). The statistical population included all high school students in the second phase of Islamabad-e-Gharb County during the 2022-2023 academic year, totaling 1,650 students. The sample size, based on stratified random sampling and using the Krejcie and Morgan table, was estimated at 304 participants. The research instruments included the Transformational Teaching Questionnaire by Boujamp et al. (2010), the Academic Engagement Questionnaire by Schaufeli et al. (2005), and the Critical Thinking Questionnaire by Facione et al. (1989–1990). The reliability of the questionnaires was determined through Cronbach's alpha, with values of 0.928 for transformational teaching, 0.923 for academic engagement, and 0.938 for critical thinking. To analyze the data and test the research hypotheses, inferential statistical tests (path analysis and SEM) were conducted using SPSS and SMART PLS software.

The results showed a significant relationship between transformational teaching and critical thinking with academic engagement, and academic engagement has a mediating effect on the relationship between transformational teaching and academic performance. Furthermore, the model fit indices indicated that the proposed model has an appropriate fit.

Based on the findings, it can be concluded that transformational teaching and enhancing students' academic engagement can strengthen their critical thinking.

The present study aims to infer the educational implications derived from Jacques Derrida's concept of critical thinking. To achieve this, an analytical-inferential method has been employed. Critical thinking from Derrida's perspective is a complex and multifaceted concept. In his view, critical thinking is related to the analysis and critique of language, texts, concepts, ideologies, and power structures. Derrida believes that no fixed or absolute meaning exists, and all meanings are formed in a play of signs and differences. Critical thinking, according to Derrida, means questioning any established truth, value, reasoning, or principle. Instead, he examines and critiques the methods, criteria, assumptions, and consequences. Derrida emphasizes that education should be critical in nature; he believes that critical thinking should be central, asserting that all aspects of education should be subject to change. In schools, alongside teaching critical thinking, emphasis should be placed on cultivating critical learners. In this way, the process of teaching and learning will be established in a critical and investigative manner. In this regard, the present study, through the exploration of Derrida's concept of critical thinking, aims to infer the educational implications stemming from his views using Frankena’s model.

Critical thinking is one of the key skills in the teaching-learning process, which is influenced by self-esteem and information literacy, contributing to the improvement of educational quality. This study aims to examine the relationship between self-esteem and critical thinking, considering the mediating role of information literacy among primary school teachers in Jask.

This research is applied in nature and, given the topic, is a descriptive-correlational study. The statistical population consisted of all primary school teachers in Jask (N = 317). Based on Morgan's table and stratified random sampling, 175 teachers were selected as the sample. Data were collected using three questionnaires: Rosenberg's Self-Esteem Scale (1989), Ricketts’ Critical Thinking Questionnaire (2003), and Siamak & Davarpanah's Information Literacy Questionnaire (2009). The validity of the questionnaires was confirmed by experts, and their reliability was calculated using Cronbach's alpha coefficient: 0.764 for self-esteem, 0.882 for critical thinking, and 0.831 for information literacy. The results were analyzed using Pearson's correlation and structural equation modeling.

The results showed a positive and significant relationship between self-esteem and critical thinking (r = 0.64, p < 0.01). A positive and significant relationship was also found between self-esteem and information literacy (r = 0.57, p < 0.01), and between information literacy and critical thinking (r = 0.69, p < 0.01). Moreover, structural equation modeling revealed that information literacy plays a significant mediating role in the relationship between self-esteem and critical thinking.

It is often argued that every society needs individuals with high critical thinking skills to achieve growth and prosperity. To critically engage with various phenomena, these individuals must be equipped with the necessary information and knowledge beforehand, highlighting the relationship between critical thinking and information literacy. Critical thinking is best taught as a learning tool that equips teachers with essential reasoning and logical skills, preparing them for complex situations both inside and outside the classroom and providing them with the skills necessary for a better personal and professional life.

Critical thinking is a cognitive process that allows an individual to evaluate various facets of a problem using well-founded reasoning. The objective of the present study is to design a model for the antecedents and consequences of employees' critical thinking in public organizations in Iran

In this study, a mixed-methods approach was employed. The qualitative component's statistical population comprised management professors and senior managers from government organizations, with a purposive sampling method yielding a sample size of 18 participants. The statistical population for the quantitative segment included managers and experts from Iranian government organizations, with the sample size determined to be 176 individuals through two-stage cluster sampling based on Cohen's statistical table. Data analysis was conducted utilizing NVIVO and SMART PLS software.

The analysis identified nine themes: organizational atmosphere and culture, human resource training and development, employee competence, and employee motivation are acknowledged as antecedents to critical thinking, enhanced decision-making, and problem-solving capabilities. Additionally, the sustained management of human resources, productivity, organizational effectiveness, creativity, innovation, and foresight regarding the implications of cognitive processes are critically examined.

To foster critical thinking among employees in government organizations, it is essential to concentrate on the antecedents identified by management and to institutionalize these factors within the organizational environment.

"Imaginary Worlds" is one of the most valuable works in the expression of Ibn Arabi"s thoughts. In this book, the author has explained Ibn Arabi"s complex thoughts in a simple language and introduced the audience to Ibn Arabi"s worldview. Unity of existence, perfect human being and discussions about eschatology are among the themes in the book.

This article aims to identify the author"s research method in the book "Imaginary Worlds" by examining the style of discussion and arguments of the author.

Among the components of critical thinking, "depth", "breadth of opinion" and "clarity" are among the most important features of Chitik"s research method.

The results of this study showed that Chitik has considered all aspects of a topic in his research and has sufficient mastery over the topics. To enter into any discussion, he first defines the important words and then uses them for reasoning.

The growth and sustainability of organizations in competitive environments depend on their ability to cultivate employees with critical thinking; that is, individuals who can bridge the gap between knowledge and commerce, comprehend challenging situations, and are prepared to confront them practically. Fostering this readiness in employees necessitates the adoption of innovative methods. Advanced learning technologies, such as serious games, have opened up new avenues for developing critical thinking competencies. Some serious games have been designed specifically to cultivate critical thinking. By studying and benchmarking these games as a systematic tool, their success in achieving this aim can be evaluated.This research was conducted with the objective of studying and benchmarking serious games in the context of critical thinking based on Facione's Critical Thinking (CT) model, which comprises six components: Interpretation, analysis, evaluation, inference, explanation, and self-regulation. According to the findings, the components including interpretation, analysis, evaluation, and inference are actively addressed in all the games examined. Meanwhile, the explanation and self-regulation components have received less attention in many of the games. This observation suggests that none of the serious games investigated in this study fully and effectively enhance CT, as their attention to the elements and processes of critical thinking has been incomplete. This shortcoming may be attributed to the neglect of critical thinking models and theories, as well as the lack of involvement of subject-matter experts in the game design and development process. The research findings have been discussed and analyzed using Evelin and Korthagen’s Core Reflection Model.

The purpose of this study was to investigate the effectiveness of teaching media literacy curriculum for parents on  mothers’ harmful use of the Internet and their children’s critical thinking skills. The present quasi-experimental research was conducted with a pre-test-post-test design and a control group.  The statistical population consisted of primary school students in Isfahan, Iran, in 2023, along with their mothers. Of these, 30 mother-student pairs were selected by convenience sampling and randomly allocated into an experimental and a control group. The mothers were asked to complete the Critical Thinking Questionnaire (CTQ) about their child and the Internet Abusive Use Questionnaire (IAUQ) about themselves. Then, the mothers from the experimental group were trained based on a special media literacy curriculum for parents with elementary school children, while the control group did not receive any training for a semester. The data were analyzed in SPSS software version 26 using ANCOVA.  The results showed that offering a special media literacy curriculum to parents over one school semester can significantly reduce the harmful use of the Internet by mothers and increase critical thinking skills in their children (p<0.05). Therefore, it is recommended that parents be trained on media literacy.

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.

this dissertation has been conducted to aim identifying the arte of attention to empowering Lipman critical thinking skills in religious book of “heavenly message” in the eighth grade of high school. Research methodology, content analysis and research sample and population include all chapters of seventh and eighth grades. Data collection mean is researcher-made check list information based on Lipman skills which has been proved by training affairs experts and to analyze data, descriptive statistic indices such as table, frequency percentage, mean and chart have been used. Research results indicate that criteria of critical thinking have been addressed by 42.68% in the eight grade book. Questioning skill has been assigned the highest frequency and skills of right judgment abut problems and interoperations have had the least frequency, respectively. In sum, it can be concluded that critical thinking place is fairly good in 2 aforementioned books. According to obtained results, it is recommended to regard developing critical thinking fitted with age and grade of students especially collectivity and reasoning in planning and editing content of religious lesson’s book.

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.
 

 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 study was conducted with the aim of determining the effectiveness of group training of self-regulation learning strategies and critical thinking on school well-being of second-grade (fourth, fifth, and sixth) female students in Bagh Bahadran.

The method of conducting this research was semi-experimental with a pre-test and post-test design with a control group and a two-month follow-up period, and 60 students 4th, 5th and 6th grades in Bagh Bahadran city was selected based on the available sampling method and according to the entry criteria, randomly selected in Three groups (20 people in each group) were assigned. Kaplan and Mahler's school well-being scale (1999) was used to measure the dependent variable. Khanjani et al.'s self-regulation learning strategies training (2005) and Fisher's critical thinking training (2005) were used for 8 sessions of 90 minutes. Data were analyzed through repeated analysis of variance with mixed design and Ben Feroni's post hoc test.

The results showed that the scores of the components of school well-being (interest in school and perceived academic self-efficacy) in the post-test and follow-up stage in the critical thinking training group and the self-regulated learning strategies training group increased and destructive behavior decreased.

training self-regulation learning strategies and critical thinking in schools by teachers and counselors can be used to improve or increase student's school well-being

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.

This research was conducted with the aim of analysis of magical realism in the Meta-modernism approach and looking for its educational implications in intellectual inquiry and empathy. The main components of Meta-modernism include oscillation, magical realism, neo-romanticism, "As If" thinking and pragmatism. Although the use of magical realism predates Meta-modernism, this literary genre is now associated with neo-romanticism and Meta-modernism. Literary approach, as a mixture of imagination and reality, is considered as one of the effective components of Meta-modernism. Considering the importance of this component, this research has analyzed magical realism in this approach in order to provide its implications for education. The method of this research is of qualitative type and its library studies are conducted using content analysis in relation to the relevant and accessible documents and articles. The result of this research shows that magical realism can significantly help learners in intellectual growth, critical thinking, intellectual inquiry, empathy, intercultural sensitivity, and a deeper understanding of complex issues

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.

This research was conducted with the aim of investigating the impact of soft skills on critical thinking and innovative behavior of managers. This research is applied-developmental in terms of purpose and descriptive-survey from the point of view of methodology. The statistical population of the research includes managers of government organizations. The sample size is considered to be 17 people using the theoretical saturation limit method. The research tool includes a researcher-made questionnaire. Data analysis has been done using Dimtel method. The results of the findings showed that the most influential factor is creativity and problem solving on critical thinking, and in terms of the intensity of the influence of soft skill components, creativity and problem solving, lifelong learning, teamwork and teamwork, professional ethics and communication, respectively. are supposed to have had the most impact. Also, among the influential components of soft skills, lifelong learning is the most important factor that has had a great impact on innovative behavior. As a general result of the research, lifelong learning is like a driving engine that, if it works properly, can cause rapid movement of innovative behavior, professional ethics, communication and team and group work, and as a result, critical thinking, and can improve the organization in today's competitive world.

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.

this dissertation has been conducted to aim identifying the arte of attention to empowering Lipman critical thinking skills in religious book of “heavenly message” in the seventh grade of high school. Research methodology, content analysis and research sample and population include all chapters of seventh and eighth grades. Data collection mean is researcher-made check list information based on Lipman skills which has been proved by training affairs experts and to analyze data, descriptive statistic indices such as table, frequency percentage, mean and chart have been used. Research results indicate that criteria of critical thinking have been addressed by 42.02% in the seventh grade book. Questioning skill has been assigned the highest frequency and skills of right judgment abut problems and interoperations have had the least frequency, respectively. In sum, it can be concluded that critical thinking place is fairly good in 2 aforementioned books. According to obtained results, it is recommended to regard developing critical thinking fitted with age and grade of students especially collectivity and reasoning in planning and editing content of religious lesson’s book.