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Critical Thinking01:19

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Critical thinking involves reflective and productive thinking and the evaluation of evidence. Critical thinkers seek to understand the deeper meaning of ideas, question assumptions, and make independent decisions about what to believe or do. Scientists, for instance, are often critical thinkers. Critical thinking also requires humility about what we know and don't know and the motivation to look beyond the obvious. It is essential for effective problem-solving.
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Reasoning is the action of thinking about something in a logical, sensible way. It is integral to problem-solving, decision-making, and critical thinking. Reasoning can be inductive or deductive. Reasoning involves transforming information into conclusions, which is essential for problem-solving, decision-making, and critical thinking.
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Related Experiment Video

Updated: Aug 17, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
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Constructing a critical thinking evaluation framework for college students majoring in the humanities.

Suqi Li1, Shenyu Tang1, Xingyu Geng1

  • 1School of Education Science, Nanjing Normal University, Nanjing, China.

Frontiers in Psychology
|December 12, 2022
PubMed
Summary

This study developed a reliable critical thinking (CT) self-evaluation framework for humanities college students. The validated instrument measures CT abilities, including discipline cognition, disposition, and skills, aiding ESD initiatives.

Keywords:
college studentscritical thinkingframeworkhumanitiesreliability and validity

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Area of Science:

  • Education
  • Psychology

Background:

  • Education for Sustainable Development (ESD) emphasizes critical thinking (CT) as a key competency.
  • Assessing college students' CT is crucial for lifelong learning and ESD.

Purpose of the Study:

  • To construct a reliable self-evaluation framework for assessing CT in humanities college students.
  • To develop a valid instrument for measuring CT abilities.

Main Methods:

  • Exploratory and confirmatory factor analysis (EFA & CFA) were used.
  • Item analysis was conducted on data from 642 humanities college students.
  • The sample was randomly split into two subsamples for analysis.

Main Results:

  • The CT self-evaluation scale demonstrated high reliability (Cronbach's alpha = 0.909).
  • CFA confirmed a 7-factor structure with good model fit indices.
  • The framework includes three dimensions: discipline cognition, CT disposition (motivation, attention, open-mindedness), and CT skills (clarification, organization, reflection).

Conclusions:

  • The developed CT self-evaluation scale is a valid and reliable instrument for humanities college students.
  • The framework effectively measures CT abilities, supporting ESD goals.
  • Suggestions for applying the instrument in future research are provided.