Relationships Among Components of Critical Thinking Disposition in Primary School Students
An Investigation Based on Hungarian Context
Bibliographic Data
| ID | 21376115 |
|---|---|
| Authors | Yangyintao Zhao (0000-0003-1901-5475, Faculty of Education University of Malaya Kuala Lumpur Malaysia), Yong Liu (0000-0001-6741-4863, School of Foreign Languages Chongqing Technology and Business University Chongqing China, corresponding author), Attila Pásztor (0000-0001-8441-446X, MTA‐SZTE Digital Learning Technologies Research Group Szeged Hungary), György Molnár (0000-0003-4890-6904, MTA‐SZTE Digital Learning Technologies Research Group Szeged Hungary) |
| Year | 2025 |
| Volume | 62 |
| Issue | 7 |
| Pages | 2029-2046 |
| Publication date | 2025-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.23445 |
| OpenAlex | W4407856416 |
| Language | EN |
| Citations received | 2 |
| References cited | 91 |
Critical thinking disposition (CTD) is regarded as a personal trait within critical thinking (CT), representing an individual's tendency and attitude toward actively employing CT skills (CTS). Previous research has predominantly focused on the external influencing factors of CTD, with limited exploration into CTD itself and the interactions among its internal components. Additionally, most studies have concentrated on higher education, while insufficient attention has been given to the CTD of students in basic education. This study surveyed 900 Hungarian primary school students (M age = 13.82; SD = 1.04) using the Employer–Employee Supported CTD Inventory (2ES‐CTDI) and employed Partial Least Squares Structural Equation Modeling (PLS‐SEM) and Importance‐Performance Map Analysis (IPMA) to examine the predictive relationships among the components of CTD, as well as the performance and priorities of different components. This study provides a novel perspective in the field of CTD, contributing to a deeper understanding of the CTD framework and the interactions among its components, and offering empirical support and priority areas for basic education practitioners to better foster students' CTD
Context (archaeology) · Developmental psychology · Disposition · Mathematics education · Pedagogy · Primary (astronomy) · Primary education · Education and Critical Thinking Development · Educational Challenges and Innovations · Educational Strategies and Epistemologies · Psychology · Social Psychology
Modern factor analysis
Thinking in Education
Fostering Students' Creativity and Critical Thinking
The development and psychometric validation of a Critical Thinking Disposition Scale
Evaluation of Structural Equation Models Using the Partial Least Squares (PLS) Approach
Importance-Performance Analysis
Consistent Partial Least Squares Path Modeling1
Self-Efficacy as an Engaged Learner
Culture and Organizations
Structural and functional brain development and its relation to cognitive development
Organisational Applications of Social Cognitive Theory
Gain more insight from your PLS-SEM results
The Disposition Toward Critical Thinking
PLS-Sem
A new criterion for assessing discriminant validity in variance-based structural equation modeling
When to use and how to report the results of PLS-SEM
Evaluating Structural Equation Models with Unobservable Variables and Measurement Error
SPSS and SAS procedures for estimating indirect effects in simple mediation models
The formation of personal judgment in practical affairs
Pathways from cognitive flexibility to academic achievement
Relationships among critical thinking disposition components of Chinese undergraduates
Thinking critically in the moment? The relationship between mindfulness and critical thinking dispositions among pre-service teachers
Structural relationship among academic motivation, academic self‐efficacy, problem solving skills, creative thinking skills, and critical thinking skills
Critical thinking disposition and academic achievement among Chinese high school students
Linking critical thinking disposition, cognitive flexibility and achievement
Self-efficacy
Teaching critical thinking for transfer across domains
Metacognition and cognitive monitoring
Part I
Critical Thinking and Subject Specificity
Individualism-Collectivism and Personality
Back-Translation for Cross-Cultural Research
Individualism-Collectivism
Reconsidering Baron and Kenny
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |