Dispositional differences in critical thinking related to gender and academic major

Area of Science:

• Psychology
• Education
• Sociology

Background:

• Critical thinking disposition is crucial for academic and professional success.
• Understanding variations in critical thinking disposition across academic disciplines and gender is important for educational interventions.

Purpose of the Study:

• To investigate dispositional differences in critical thinking among university majors.
• To examine gender-based differences in critical thinking disposition.
• To compare critical thinking disposition between practice and nonpractice disciplines.

Main Methods:

• Utilized Facione's California Critical Thinking Disposition Inventory.
• Surveyed 334 baccalaureate undergraduates (121 males, 213 females).
• Employed Multivariate Analysis of Covariance (MANCOVA) with GPA as a covariate.

Main Results:

• Significant main effects for major were observed.
• English, psychology, and nursing majors generally exhibited the highest critical thinking disposition scores.
• Nonpractice disciplines showed higher overall disposition scores compared to practice disciplines.
• Females scored higher than males in Open-Mindedness and Maturity across both discipline types.

Conclusions:

• University major and gender are associated with variations in critical thinking disposition.
• Nonpractice disciplines may foster higher critical thinking dispositions.
• Targeted strategies may be needed to enhance critical thinking disposition, particularly for males and in practice-oriented disciplines.