How do self-regulation and effort in test-taking contribute to undergraduate students' critical thinking performance
Dados Bibliográficos
Critical thinking is a multifaceted construct involving a set of skills and affective dispositions together with self-regulation. The aim of this study was to explore how self-regulation and effort in test-taking contribute to undergraduate students’ performance in critical thinking assessment. The data were collected in 18 higher education institutions in Finland. A total of 2402 undergraduate students at the initial and final stages of their bachelor degree programmes participated in the study. An open-ended performance task, namely the Collegiate Learning Assessment (CLA+) International, was assigned to assess students’ critical thinking, and a self-report questionnaire was used to measure self-regulation and effort in test-taking. Information on test-taking time was also utilised in the analysis. The interrelations between the variables were analysed with correlations and structural equation models. The results indicate that self-regulation in test-taking has only indirect effects on critical thinking performance task scores, with effort and time as mediating variables. More precisely, planning contributed to critical thinking performance indirectly through test-taking time and effort, while monitoring had no significant relation to critical thinking performance. The findings did not differ between the initial-stage and final-stage students. The model explained a total of 36% of the variation in the critical thinking performance task scores for the initial-stage students and 27% for the final-stage students. The findings indicate that performance-based assessments should be carefully designed and implemented to better capture the multifaceted nature of critical thinking
Bachelor · Critical thinking · Mathematics education · Structural equation modeling · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Engineering · Innovative Teaching and Learning Methods · Psychology
Critical thinking performance patterns among Australian and Chinese higher education students
The link between adolescents’ self-regulation skills and creativity
Tactical critical thinking program on the tactical efficiency index, declarative and procedural knowledge in male soccer players
A systematic-narrative review of performance-based assessments of critical thinking in higher education
Soft skills centrality in graduate studies offerings
Handbook of Self-Regulation of Learning and Performance
Academically Adrift
Cognitive Processing of Self-Report Items in Educational Research
How Far Have We Moved Toward the Integration of Theory and Practice in Self-Regulation?
Cutoff criteria for fit indexes in covariance structure analysis
Performance Assessment of Critical Thinking
The dynamic relationship between response processes and self-regulation in critical thinking assessments
Critical Thinking as Discourse
Exploring internal structure of a performance-based critical thinking assessment for new students in higher education
Assessing critical thinking in higher education
One size fits all? The limitations of standardised assessment in critical thinking
Student teachers' and pupils' co-regulated learning behaviours in authentic classroom situations in teaching practicums
"Testing for competence rather than for "intelligence
Performance assessment and standardization in higher education
Becoming a Self-Regulated Learner
The international state of research on measurement of competency in higher education
| Obras citantes distintas | 5 |
|---|---|
| Citações por ano | 2,5 |
| Intervalo de citações | 2024 - 2026 (3) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 5 |