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

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.

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 aim of this study was to predict parenting styles based on educational motivation and critical thinking with respect to the mediating role of hardiness. The research method was applied research and its implementation method was descriptive (non-experimental) and the research design was relational - Correlation and mediator analysis. The statistical population of this study was female primary school students in KARAJ (district 4) in 2017, from which 400 people were selected by multi-stage cluster sampling. Research data were collected through these ways: parenting style questionnaire (Baumrind, 1971), educational motivation questionnaire (Harter, 1980), Ricketts critical thinking orientation questionnaire (Ricketts, 2003) and Ahvaz Hardiness Inventory, (2000). In order to test the hypotheses and analyze the data, multiple regression and SOBEL test were used. The results showed that there is a significant relationship between dictatorial, authoritarian and negligent parenting styles with students' educational motivation and critical thinking (P = 0.001). Also, educational motivation and critical thinking were able to predict parenting styles due to their hardiness.

Critical thinking is a method for solving problems, based on persuasive, logical, and rational arguments, which includes examining, evaluating, and choosing the correct answer for a given task and the reasoned rejection of other alternative solutions. Special attention is paid to various things. In this regard, due to the growing tendency of students towards digital games, the importance of designing educational games in digital form with the approach of strengthening critical thinking has increased. For this purpose, in order to promote critical thinking in students, a framework based on the theory of social constructivism for designing a digital educational game has been done.Based on the review of the research background of the main components of the desired model, including needs assessment, goal setting, learner analysis, critical thinking components, critical thinking implementation levels, game principles, game elements, game genre, educational support, game quality evaluation, learner evaluation, and the feedback and sub-categories were obtained, which was used to modify and verify the model using the internal validation method. In this model, ten experts in educational games were invited for validation. This validation was approved by experts after three rounds with an agreement rate of 84%.Also, this model is categorized and summarized in the form of an extensive review of the theoretical framework, including the components of needs assessment, goal setting, learner analysis, critical thinking components, critical thinking implementation levels, game principles, game elements, game genre, educational support, evaluation of game quality. Evaluation of the learner and feedback.

In advanced educational systems, attention to efficient and fundamental educational methods is the core educational goal and the evaluation of the effectiveness of these procedures is continuously conducted. Therefore, the present study aimed to design a critical thinking instruction program and determine the effectiveness of critical thinking instruction program in cognitive and behavioral outcomes in second year high school students.
The present study was conducted with a semi-experimental design (an unequal control group and pre-test-post-test). The study population included 11th grade female students in Tabriz city in the academic year 2021-2022. Using multi-stage random cluster method, two classes (30 subjects) were selected and one class was assigned as an experimental group and the other one as control group. For the experimental group, critical thinking strategies were taught during 10 sessions, and the control group did not receive any intervention. During pre-test and post-test, dependent variables were measured using Beck and J. Sapp's multidimensional questioning scale, activity evaluation form for California, Kember et al.'s logical thinking questionnaire, as well as Cassidy and Long's problem solving questionnaire.
Data were analyzed by multivariate and univariate analysis of covariance. Results showed that critical thinking instruction program was effective in the improvement of the ability of questioning, logical reasoning, and problem solving in high school students (F=34.12, p<0.05). However, this instruction program was not effective in the ability to evaluate.
Hence, it can be concluded that cognitive skills, especially questioning, logical reasoning, and the ability to solve problems through systematic training program, could be changed and manipulated, and the systematic application of critical thinking could facilitate the attainment of these outcomes.

Critical thinking is a cognitive activity for understanding and evaluating findings and phenomena based on skills such as reasoning and analysis. In recent years, this skill has found a special status as an educational goal in the educational system of many countries in general education. Thus, understanding the methods of measuring this competence and examining the current instruments are crucial. This research aimed to introduce critical thinking skills tests of students as well as to identify and strengths and weaknesses of these tests via the critical review method and through the PRISMA model. After searching across Web of Science, Scopus, and Google Scholar plus Iranian scientific databases including SID and Noormags between 2010 and 2022, 65 papers were retrieved with the keywords of “Critical thinking Skills test”, and “measuring students’ critical thinking”, and “Assessment of students' critical thinking”. From among the retrieved papers, five were chosen and investigated which were in line with the inclusion criteria including up-to-date documents, relevancy to the research aim, and investigation of psychometric properties of the instrument for the age group 7-18 years. Other studies were eliminated based on the exclusion criteria of the study. The analysis was done via a qualitative content analysis approach. The findings led to the identification of three types of tests including closed-response, open-response, and mixed for measuring critical thinking competence, which had similarities and differences from each other. Expectedly, to establish a suitable status for measuring this competence, novel instruments in line with the researcher’s aim would be selected and designed, followed by an investigation of psychometric properties of open-response and mixed instruments considering their accuracy in measuring critical thinking skills.

In today's world, it is believed that one should have global thinking, but implement these global thoughts locally. This can also be considered as the localization of global thoughts and ideas. The purpose of this research was to compare the effectiveness of critical thinking training and social cognitive training on the emotional creativity of female students of the first secondary school.

The current research method was quasi-experimental with a pre-test-post-test design with a control group and a one-month follow-up, which was conducted in Sabzevar high schools in 2021-22. The statistical population was made up of all the students of the first secondary school age range, who were selected as available and according to the sample size of 98 female high school students. The tools for collecting information were library studies, questionnaires and documents. In the collection of information, a questionnaire measuring emotional creativity was used as a tool. The sampling method in the present study was available by sampling method. The sample size included 66 people, that is, 33 people were considered for each group. In this research, the components and the total score of emotional creativity were the dependent variables, and the information related to them was collected in the three stages of pre-test, post-test and follow-up from the participants of the experimental and control groups, and to test the effectiveness of the implementation of the independent variable on the dependent variable of the method Analysis of variance with repeated measures was used. The software used is SPSS version 26.

The difference in the average scores of the components and the total score of emotional creativity in the pre-test-post-test and pre-test-follow-up stages was statistically significant, but the difference in the average scores in the post-test-follow-up stages was not significant. The difference in the mean of the components and the total score of emotional creativity in the two groups of critical thinking and control is statistically significant. The difference in the effect of two methods of social cognitive education and critical thinking on the components of readiness, innovation, effectiveness and the total score of emotional creativity was significant.

According to the results of the research, critical thinking and social cognitive training has increased the emotional readiness of female students in the first year of high school. Critical thinking training created a significant difference between the control and experimental groups in terms of the variable of emotional creativity. And critical thinking and social cognitive training has improved innovation in female students of the first year of high school. Teaching critical thinking and social cognition has not had a significant impact on students.

Critical thinking is defined as the art of analyzing and evaluating thinking along with a review to correct it. Critical thinking is one of the basic needs of human life for decision-making, selection, and deep understanding of various issues. There is a research gap regarding the possible role of analytical literacy and computer literacy in predicting critical thinking with regard to the gender variable.

This study was conducted to predict critical thinking through computer and analytical literacy with the mediating role of gender in second-year high school students of Gilan province.

Research method was descriptive correlation type and the statistical population included second-year high school students of Gilan province in the first half of the academic year 2019-2020. The statistical sample included 384 people (191 girls and 193 boys) who were randomly selected in person and virtual. Data collection tools included critical thinking questionnaire (Ricketts', 2003) and researcher-made computer and analytical literacy questionnaires. The data were analyzed using hierarchical regression, multivariate regression, and Z-test using SPSS software version 26, and a significance level of 0.05 was considered to test the hypotheses.

The results showed that the effect of analytical literacy and computer literacy on students' critical thinking is positive and significant and explains 43% of its changes. Also, multiple relationships between analytical literacy and computer literacy with critical thinking have been stronger in male students than in female students.

According to the obtained findings, it seems that Critical thinking in students can be predicted by the variables of analytical literacy and computer literacy according to the role of gender

The purpose of the present study was to investigate the relationship between spiritual intelligence and organizational learning of teachers in Damavand city. The research method was applied in terms of objective, quantitative in terms of data type, and correlational in terms of the nature of descriptive research. The statistical population included 340 teachers of Damavand city, who were selected using Morgan's table and stratified random sampling method. The data collection tools were the standard questionnaires of Hildebrandt's spiritual intelligence (2011) and Chiva et al.'s (2007) organizational learning. In order to calculate validity, content validity was used and Cronbach's alpha coefficient was used to calculate reliability, and the results indicated the validity and reliability of the questionnaires. In order to analyze the data, descriptive statistics (mean, standard deviation, percentage, frequency, etc.) and inferential (Pearson correlation and multiple regression) methods were used with Spss-V23 software. The findings showed that the dimensions of spiritual intelligence (critical and existential thinking, production of personal meaning, awareness, development of the state of consciousness) are respectively 0.219, 0.251, 0.285 and 0.263 with the level of organizational learning of city teachers. Damavand has a relationship. Also, the dimension of awareness had the greatest contribution and the dimension of critical thinking had the least contribution in explaining and predicting teachers' learning.

The purpose of this study was to investigate the effect of gamification in a flipped classroom on the critical thinking of child trainer students in the female Technical and Vocational College in the city of Yazd during the COVID-19 pandemic.

The study utilized a quasi-experimental design with a pre-test and post-test control group. The statistical population consisted of 150 students in the field of child trainer at Yazd Girls' Technical and Vocational College, with a sample size of 56 students selected randomly from two classes. Prior to the intervention, a pre-test was administered to both groups, and the experimental group was taught using a gamified flipped classroom method while the control group was taught using a traditional flipped classroom method. A post-test was administered to both groups after the intervention. The Ricketts' critical thinking questionnaire was used to collect data, and analysis of covariance was used to analyze the data.

The results of the analysis (F=657.078, p<0.05) indicate that gamification in the classroom significantly increased critical thinking, thereby rejecting the null hypothesis and supporting the hypothesis that the independent variable in the test group increased students' critical thinking. Additionally, the test results on the three components of critical thinking show a significant increase (p<0.05) in the critical thinking of the students in the test group.

Value:

 The findings of this study suggest that a gamification-based flipped classroom had a significant effect on students' critical thinking compared to a conventional flipped classroom.

 Critical thinking is a thought process that is based on conclusions, decision-making and drawing, related data including analysis, explanation, hypothesis, reasoning and development of thinking. The present research was done by meta-analysis method and by combining the research on teaching philosophy’s effectiveness to children. The statistical population of the present meta-analysis of the available researches regarding the effectiveness of teaching philosophy to children in critical thinking in available computer databases in Iran, such as the Academic Jihad Scientific Database (SID), the National Journals Database (Magiran), and the database of specialized journals. Noor (Noormags) from 1380 to 1400, as well as foreign scientific databases Science Direct, PubMed, and Google Scholar, which were published from 2000 to 2021. Based on the inclusion and exclusion criteria for primary research as well as sensitivity analysis, 25 effect sizes from 23 studies were examined by CMA software. The results of this research showed that the effect size of the random model summary was equal to 1.00, which is statistically significant and indicates the positive effects in philosophy to children in developing their critical thinking skills.Therefore, it is suggested that teaching philosophy for children should be included in formal education programs.

Among the goals of contemporary education of students is openness to diversity, challenging their own beliefs and values, and learning from diversity so that citizens can be active and responsible and willing to accept challenges and have more comprehensive and complex views of the world and social relations. Have. This research was conducted with the aim of investigating the antecedents and factors influencing critical thinking and the consequences of students' critical thinking.

The exploratory qualitative research method is a content analysis type with an interview tool. The statistical population of the research was based on valid articles of critical thinking literature and conducting interviews with 21 expert professors, experts, managers and teachers who are proficient in cognitive education and critical thinking until reaching theoretical saturation, and the method of data analysis was qualitative. And it was done by coding concepts, sub-category and main category in MAXQDA2020 software.

Antecedents affecting critical thinking include: cognitive education, cognitive conflict, questioning and problem solving, problem-based learning, and project-based learning. The consequences of critical thinking include: modifying measures for sustainable education, empowering students, cognitive learning and rational judgment.

The results showed that cognitive training, cognitive conflict, questioning and problem solving, problem-based learning, and project-based learning are effective on critical thinking and cause the consequences of reforming measures for sustainable education, empowering students, cognitive learning, and rational judgment

 The present research was conducted with the aim of investigating the effect of the child's attitude towards parents on critical thinking with the mediating role of moral foundations. 

 in the form of a predictive correlation design, 404 people (girls and boys) from young people about to get married were selected by available sampling method and using Klein's sample size formula (formula 1 to 20). The research tool included standard questionnaires of child's attitude towards father (CAF) and mother (CAM), critical thinking (CTDI), moral foundations (MFQ-30). SPSS19 and Smart-PLS software were used for data analysis. 

 The results showed that 30.4% of the changes in critical thinking are variables of the child's attitude towards the mother and the child's attitude towards the father (P<0.001). Also, the results related to the mediating role of moral foundations showed that the child's attitude towards parents through moral foundations does not have an indirect effect on critical thinking, respectively -0.005 (p=0.285) and -0.003 (p=0.214) (P > 0.05). 

 Based on the findings of the research, it can be concluded that the child's attitude towards parents has an effect on the critical thinking of young people. Therefore, paying attention to these mechanisms can be useful in formulating effective preventive and therapeutic interventions for teenagers about to get married.

One of the main goals of training in the modern education system is the development of critical thinking in students, which prepares them to become thinkers instead of just receiving knowledge. However, little research evidence has been done on critical thinking training, its content, and its effects on our society, which provides the need for doing research in this field. Therefore, the purpose of the present study was to investigate the effectiveness of critical thinking training on high school students' academic self-regulation and problem-solving ability. The current research was a field experiment with a pre-test and post-test design. Thirty-nine students were selected by multistage cluster sampling from boys' high schools and randomly assigned to two experimental and control groups. Two groups were interviewed at the beginning and end of the research and answered the questionnaires on academic self-regulation and problem-solving styles. The experimental group came under the critical thinking training for eight sessions, one session per week. The ANCOVA analyses showed that critical thinking training significantly improved academic self-regulation strategies and the problem-solving styles of students in the experimental group compared to the control group. It seems that by using critical thinking training and generalizing it to different social contexts, it is possible to improve students' academic self-regulation and problem-solving skills in interaction with the educational and social environments. This can be a potential capacity for increasing academic achievement, cultivating thoughtful citizens, and developing a democratic society.

The present study was carried out in order to investigate the Impact of learning styles and applying semantic-mapping on the high school students’ critical thinking ability and English vocabulary learning improvement. To this end, a sample of 123 female high school students were randomly selected from 4 educational districts of Karaj narrowed down to Farzanegan High school in 1st district using accidental cluster sampling method.The students did the Critical Thinking Questionnaire (Honey, 2004) and Learning Style Questionnaire (O’Brien, 1989) in the pre and post-test steps. They also were administered a general proficiency test of Nelson (A050) for the purpose of homogeneity, and a vocabulary test to ensure their illiteracy of them at the onset of the treatment. In addition, the same vocabulary test was taken as a post-test after 12 sessions of instruction and learning through semantic-mapping, as a vocabulary learning strategy. The data was collected. Based on the statistical analysis, the results showed the learning styles had no statistically significant impact on the students’ critical thinking ability and their vocabulary learning improvement (two-way, and ANOVA analyses) the first and second hypotheses of the study were confirmed. The third and fourth hypotheses were rejected as the results revealed that semantic-mapping had a statistically significant impact on the critical thinking ability and vocabulary learning improvement of the participants (independent T-tests). Then, some pedagogical and practical implications and suggestions for further research as well as limitations of the study are provided.

The purpose of this study was to determine the canonical relationship of mindfulness, moral-cultural foundation and critical thinking with hopefulness and perception of God in married women. The research population included all married female students of Ahvaz University of Medical Sciences whom 180 subjects were selected by purposive sampling method as sample. The research method was descriptive and correlational type. To collect data Snyder et al. Hopefulness Questionnaire (1991), Lawrence Gods Perception Questionnaire (1997), Braun & Ryan's Mindfulness Questionnaire (2003), Haidt & Graham (2007) Moral Foundation Questionnaire and Ricketts Critical Thinking Questionnaire (2003) were implemented. For analyzing the data Pearson correlation coefficient and canonical correlation were applied. Results of the study showed that between the predictive variables (mindfulness, moral- cultural foundation and critical thinking) and the criterion variables (hopefulness and perception of God) were two significant canonical functions that equal to 0/644 and 0/293 (p<0/05). The results of the canonical correlation analysis also, revealed that in the set of predictive variables the mindfulness was the strongest predictor. In the set of criterion variables, hopefulness had more predictive power. So, considering the predictive role of mindfulness, moral- cultural foundation and critical thinking in prediction of hopefulness and perception of God, it could be concluded that through focusing on predictive variable s, hopefulness and perception of God would be increased in married woman students.