Critical thinking disposition

This study is intended to examine the relationship between critical thinking disposition and English learning achievement among Iranian high school third-grade EFL learners mediated by emotional intelligence. A sample of 264 students (145 males and 119 females) was assessed for their level of critical thinking disposition and emotional intelligence. Participant's scores on their final English test were also used as the measurement of their English achievement. The results revealed a positive correlation between total critical thinking dispositions (r=.506, p<.01) and its subscales i.e., engagement(r=.33), maturity(r=47), and innovativeness (r=44.6) with English learning achievement. The results also suggested that emotional intelligence acts as a mediator of the relationship between critical thinking disposition and English learning achievement.

Given the growing importance of the use of novel technologies, especially in the field of education, and with regard to the necessity of learning the use of e-learning by community members, specifically students, the present study aimed to evaluate the role of critical thinking disposition and academic self-efficacy in the acceptance of e-learning by students. This was a descriptive survey research, and the statistical population (n=1289) included tenth-grade male students in experimental sciences and mathematics disciplines in Mashhad, Iran. In total, 288 students were selected by cluster sampling method and based on the Morgan table. Data were collected using Morgan and Jing Academic Self-Efficacy Scale (MJSES) (1999), Ricketts' Critical Thinking Disposition Questionnaire (2003), and Technology Acceptance Model by Davis and Bagozzi (1989). Notably, the instruments had confirmed validity and reliability. Data analysis was performed in SPSS version 20 using Pearson’s correlation coefficient and stepwise regression. The research question was “do critical thinking disposition and academic self-efficacy play a role in acceptance of e-learning by tenth-grade male students in experimental sciences and mathematics disciplines?” According to the results, critical thinking disposition and academic self-efficacy significantly predicted students’ acceptance of e-learning. In fact, the variable of critical thinking disposition had a share of 0.068 in the amount of acceptance of e-learning in a significant way and based on the standardized beta coefficient. Therefore, this concept can be used as a predictor of e-learning acceptance. Therefore, it is suggested that these skills be reinforced in students by families, principals, teachers and educational authorities to improve the acceptance of new educational innovations and enhance students’ academic achievement.

As the learning of foreign languages has increasingly become learner-centered, instructors are advised to take learners' characteristics into consideration to which they can tailor their teaching practices. There are several factors that influence language learning including critical thinking dispositions and learning strategies. This study examined the relationship between critical thinking dispositions and writing strategies, as well as the extent to which Iranian English learners utilize certain writing strategies. This study adopted a correlational design. The statistical population included students majoring in English in Shahid Rajaee Teacher Training University, of whom 150 students were selected through convenience sampling. Data were collected using Ricketts' (2003) Critical Thinking Disposition Scale (2003) and Abdollahzadeh’s (2010) Writing Strategy Questionnaire. The questionnaires were completed by 101 students from which eleven students whose responses were distorted excluded and the remaining 90 responses were analyzed using a bivariate correlation analysis. According to the results, learners' critical thinking disposition was positively correlated with their writing strategy. Additionally, the results demonstrated that Iranian EFL learners occasionally used a variety of writing strategies. It is also noteworthy that metacognitive and cognitive strategies were applied at a higher frequency than others. Thus, it can be concluded that critical thinking plays a vital role in employing different writing strategies.

 Objective: Critical thinking is considered a vital skill for life, especially for learning among students. The current research aims to determine a causal model of the relationship between parent-child interaction and the disposition towards critical thinking, with cognitive flexibility playing an intermediary role.Method: The design of this research was descriptive-correlational, utilizing structural equation modeling. The study population included male and female middle school students from Lahijan city during the 2023-2024 academic year. A sample of 200 students was selected through convenience sampling. For data collection in this research, the Parent-Child Relationship Scale (PCRS), The California Critical Thinking Disposition Inventory (CCTDI), and the Cognitive Flexibility Inventory (CFI) were used. The data were then analyzed using Pearson’s correlation test and structural equation modeling, with the help of SPSS 26 and LISREL 10.2 software.Results: The findings of the research indicated that the proposed model has a good fit. Additionally, parent-child interaction and cognitive flexibility have a direct effect on the disposition towards critical thinking (P > 0.05). Parent-child interaction has a significant and positive indirect effect on the disposition towards critical thinking through cognitive flexibility (P > 0.05).Conclusion: Therefore, it can be concluded that parent-child interaction and cognitive flexibility can predict critical thinking skills in students. School authorities and parents should pay special attention to these variables.