تحلیل چندسطحی عوامل سطح دانش آموز، کلاس درس و مدرسه بر تفکر انتقادی دانش آموزان و ارائه راهکارهای عملی برای توسعه تفکر انتقادی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 داشیار ، دانشکده روانشناسی و علوم تربیتی دانشگاه تهران

2 دانشجوی دکتری، دانشکده روانشناسی و علوم تربیتی دانشگاه تهران

3 دکتری روانشناسی تربیتی، دانشگاه تهران

چکیده

هدف این پژوهش، تحلیل چندسطحی عوامل سطح دانش­ آموز، کلاس درس و مدرسه بر تفکر انتقادی دانش­ آموزان بوده است. 974 نفر از دانش ­آموزان دوره متوسطه شهر تهران در پژوهش شرکت کردند. متغیرهایی از سه سطح دانش ­آموز (نیازهای بنیادین روانشناختی و نیاز به شناخت)، کلاس (حمایت از خودمختاری، ساختار ادارک شده) و مدرسه (فرهنگ مدرسه) انتخاب شدند. برای تجزیه و تحلیل داده ­ها از مدل خطی سلسله مراتبی استفاده شد. نتایج نشان داد که در سطح دانش­ آموز، متغیرهای نیاز به خودمختاری، نیاز به شایستگی، نیاز به ارتباط و نیاز به شناخت، و در سطح کلاس، ساختار ادراک شده و حمایت از خودمختاری ادراک شده رابطه­ معناداری با مولفه­ های تحلیل­ گری، کنجکاوی و حقیقت ­جویی گرایش به تفکر انتقادی دارند. در سطح مدرسه روابط معلم و دانش­ آموزان رابطه­ معناداری با تحلیل­ گری و کنجکاوی و روابط دانش­ آموزان با یکدیگر و انتظارات هنجاری رابطه­ معناداری با حقیقت ­جویی دارد. در مجموع، یافته­ ها نقش عوامل سطح دانش ­آموز (نیازهای بنیادین روانشناختی و نیاز به شناخت)، سطح کلاس (حمایت از خودمختاری، ساختار ادارک شده) و سطح مدرسه (فرهنگ مدرسه) در گرایش به تفکر انتقادی دانش ­آموزان را مورد تأکید قرار داد.

کلیدواژه‌ها


عنوان مقاله [English]

Multilevel analysis on students’ critical thinking at students, classroom and school levels and provide practical implementation to developing critical thinkingng

نویسندگان [English]

  • Elaheh Hejazi 1
  • Mahsa Salehnajafi 2
  • Hemin Khezri azar 3
1 Assistant professor
2 University of Tehran
3 University of Tehran
چکیده [English]

The aim of this study was to analyze multilevel of student, classroom, and school factors on students' critical thinking. 974 students of high school of Tehran participated in research. The variables selected from three levels of students (basic psychological needs and the need for cognition) of the class (support for autonomy, perceived structure) and school (school culture). A hierarchical linear model was used to analyses data. The results showed that there was a significant relationship at the student level, the variables required for autonomy, need for competence, need for communication and the need for cognition and At the level of the class, perceived structure and support for perceived autonomy had a significant relationship with the components of analysis, curiosity and truth-seeking, tend to be critical thinking. At the school level, teacher-student relationships had a significant relationship with the analytic, curiosity and student relationships with each other and normative expectations. In sum, the findings emphasized the role of student-level factors (basic psychological needs and the need for cognition), the level of class (support for autonomy, perceived structure) and the level of school (school culture) in influencing critical thinking of students.

کلیدواژه‌ها [English]

  • The tendency to critical thinking
  • basic psychological needs
  • the need for cognition
  • school culture
  • class structure
Assor, A., Kaplan, H., Kanat-Maymon, Y., & Roth, G. (2005). Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15(5), 397-413.
Bookstaber – Smith, R. A., & Harris, R. J. (1991). Need for cognition predicts complexity of task chosen and not just because of IQ and achievement motivation. Paper presented at the meeting of the American Psychological Society, Washington DC,Chicago.
Brophy, J. E. (2013). Motivating students to learn. Routledge.
Carnevale, J. J., Inbar, Y., & Lerner, J. S. (2011). Individual differences in need for cognition and decision-making competence among leaders. Personality and Individual Differences, 51(3), 274-278.
Cheng, M.H.M, &Wan, Z.H. (2017). Exploring the effects of classroom learning environment oncritical thinking skills and disposition: A study of Hong Kong12th graders in Liberal Studies, Thinking Skills and Creativity, 24,152-163.
Cuypers, S. E. (2004). Critical thinking, autonomy and practical reason. Journal of Philosophy of Education, 38(1), 75-90.
Deal, T. E., & Peterson, K. D. (2016). Shaping school culture. John Wiley & Sons.
Deci, E. L., & Ryan, R. M. (2012). Handbook of theories of social psychology.
Facione, P. A. (2007). Critical thinking: What it is and why it counts. Insight Assessment, 2007, 1-23.
Filak, V. F., & Sheldon, K. M. (2003). Student psychological need satisfaction and college teacher course evaluations. Educational Psychology, 23(3), 235-247.
Fisher, A. (2011). Critical thinking: An introduction. Cambridge University Press.
Gabr Mahmoud, H.(2012). Critical Thinking Dispositions and learning styles of Baccalaureate Nursing Students and its relation to their achievement, International Journal of Learning & Development, 2,389-415.
Gibson, J.W. (2013).The relationship between parend educationTfamily incomesTextracurricular activity and intrinsic motivation in public schools: A multiple regression analysis, A Dissertation for the Degree of Doctor of Philosophy, Capella University: Proquest
Gruenert, S., & Whitaker, T. (2015). School culture rewired: How to define, assess, and transform it. ASCD.
Halpern, D. F. (2014). Critical thinking across the curriculum: A brief edition of thought & knowledge. Routledge.
Hejazi, E., Borjali, S. (2009). Critical thinking: Gender or Field of study?, Journal of Research in Women, 2(3), 14-28.
Hejazi, E., Salehnajafi, M., Amani, J(2015). Mediating role of internal motivation in the relationship between basic psychological needs and life satisfaction, Journal of Contemporary Psychology, 9(2), 77-88.
Kaplan, H., & Assor, A. (2012). Enhancing autonomy-supportive I–Thou dialogue in schools: conceptualization and socio-emotional effects of an intervention program. Social psychology of education, 15(2), 251-269.
Moore, B. N., Parker, R., & Rosenstand, N. (2011). Critical thinking. McGraw-Hill.
Niemiec, C.P., & Ryan, R.M. (2009).Autonomy, competence and relatedness in the classroom: Applying self – determination theory to educational practice.Theory and research in education, Doi: 10.1177/1477878509104318
Nowless, S. M., Kahn, B. E., & Dhar, R. (2002). Coping with ambivalence: The effect of removing neutral option on consumer attitude and preference judgments. Journal of Consumer Research. 29, pp 319-335.
Piergiovanni,P.R.(2014). Creating a critical thinker, College Teaching,62, 86-93
Popil, I. (2011). Promotion of critical thinking by using case studies as teaching method. Nurse education today, 31(2), 204-207.
Profetto‐McGrath, J. (2003). The relationship of critical thinking skills and critical thinking dispositions of baccalaureate nursing students. Journal of advanced nursing, 43(6), 569-577.
Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (Vol. 1). Sage.
Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159–175.
Reeve, J., (2004). Motivation and emotion, Translated by Mohammadi, S (2007), Tehran: Publishing Ed.
Reeve,J., Ryan,R.M.,Deci,E.L.,& Jang,H.(2007).Understanding and promoting  autonomous self – regulation: A self – determination theory perspective.In D.Shunk & B.Zimmerman (Eds),Motivation and self – regulated learning:Theory,research,and application(PP.223-244).Mahwah,NJ:Lawrence  Erlbaum Associates Publishers.
Roth,G.,Assor,A.,Kanat-Maymon,Y.,&Kaplan,H.(2007).Autonomous motivation for teaching :How self – determined teaching may lead to self-determined learning? Journal of Educational Psychology,99,761-774.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
Shiraev, E. B., Shiraev, E. B., & Levy, D. A. (2016). Cross-cultural psychology: Critical thinking and contemporary applications. Taylor & Francis.
Soenens, B., Sierens, E., Vansteenkiste, M., Dochy, F., & Goossens, L. (2012). Psychologically controlling teaching: Examining outcomes, antecedents, and mediators. Journal of Educational Psychology, 104(1), 108.
Strobel, A., Luong, C., Greiff, S., Rudolph, J., Vainikainen, M. P., & Preckel, F. (2014). Need for Cognition in Children and Adolescents: Correlates and Relations to Intelligence and School Performance. In Paper presented at the 17th European Conference on Personality.
Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: toward a motivational model of high school dropout. Journal of Personality and Social psychology, 72(5), 1161.
Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2005). Motivating learning, performance, and persistence: the synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of personality and social psychology, 87(2), 246.
Whiley, D., Witt, B., Colvin, R. M., Sapiains Arrue, R., & Kotir, J. (2017). Enhancing critical thinking skills in first year environmental management students: a tale of curriculum design, application and reflection. Journal of Geography in Higher Education, 41(2), 166-181.