Psychological Critical Thinking as a Course Predictor and Outcome Variable
Students' scores on a psychological critical thinking instrument administered at the beginning and end of a large human development course significantly correlated with multiple-choice exam scores, with the posttest critical thinking scores being the better predictor of exam performance. The sa...
Gespeichert in:
| Veröffentlicht in: | Teaching of psychology 2003-07, Vol.30 (3), p.220-223 |
|---|---|
| Hauptverfasser: | , , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 223 |
|---|---|
| container_issue | 3 |
| container_start_page | 220 |
| container_title | Teaching of psychology |
| container_volume | 30 |
| creator | Williams, Robert L. Oliver, Renee Allin, Jessica L. Winn, Beth Booher, Carrie S. |
| description | Students' scores on a psychological critical thinking instrument administered at the beginning and end of a large human development course significantly correlated with multiple-choice exam scores, with the posttest critical thinking scores being the better predictor of exam performance. The sample as a whole gained significantly on critical thinking, but students with high and low exam scores differed in their patterns of change on critical thinking. Students who scored high (As and B+s) on the exams significantly improved their critical thinking scores, whereas students who scored low (Ds and Fs) on the exams did not. An explicit practice and feedback procedure implemented through an existing course activity presumably contributed to gains in critical thinking. |
| doi_str_mv | 10.1207/S15328023TOP3003_04 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_1884393460</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ761487</ericid><sage_id>10.1207_S15328023TOP3003_04</sage_id><sourcerecordid>1884393460</sourcerecordid><originalsourceid>FETCH-LOGICAL-c337t-fe55ab5d0d57065c385d0f377d9903bef5f7bec1830b65fcae44911d5dd1607b3</originalsourceid><addsrcrecordid>eNp9UMtOwzAQtBBIlMIXwMES58A6tmPniCJeVaVWonCNHNtpXdK42Omhf09KEOKAOO1oHrurQeiSwA1JQdy-EE5TCSldzOYUgJbAjtDoQCYH9hiNAHKZZKmkp-gsxjUAMMbZCE3mca9XvvFLp1WDi-C6L7BYufbdtUusIla48LsQLZ4Ha5zufMCqNXi267TfWPymglNVY8_RSa2aaC--5xi9PtwviqdkOnt8Lu6miaZUdEltOVcVN2C4gIxrKntcUyFMngOtbM1rUVlNJIUq47VWlrGcEMONIRmIio7R9bB3G_zHzsauXPfvtf3JkkjJaE5ZBr2LDi4dfIzB1uU2uI0K-5JAeSit_KO0PnU1pGxw-idxPxEZYVL0MgxyVEv76-w_Gz8Bmcx2vw</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1884393460</pqid></control><display><type>article</type><title>Psychological Critical Thinking as a Course Predictor and Outcome Variable</title><source>Access via SAGE</source><source>EBSCOhost Education Source</source><creator>Williams, Robert L. ; Oliver, Renee ; Allin, Jessica L. ; Winn, Beth ; Booher, Carrie S.</creator><creatorcontrib>Williams, Robert L. ; Oliver, Renee ; Allin, Jessica L. ; Winn, Beth ; Booher, Carrie S.</creatorcontrib><description>Students' scores on a psychological critical thinking instrument administered at the beginning and end of a large human development course significantly correlated with multiple-choice exam scores, with the posttest critical thinking scores being the better predictor of exam performance. The sample as a whole gained significantly on critical thinking, but students with high and low exam scores differed in their patterns of change on critical thinking. Students who scored high (As and B+s) on the exams significantly improved their critical thinking scores, whereas students who scored low (Ds and Fs) on the exams did not. An explicit practice and feedback procedure implemented through an existing course activity presumably contributed to gains in critical thinking.</description><identifier>ISSN: 0098-6283</identifier><identifier>EISSN: 1532-8023</identifier><identifier>DOI: 10.1207/S15328023TOP3003_04</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Academic Achievement ; College Students ; Correlation ; Critical Thinking ; Multiple choice ; Multiple Choice Tests ; Performance Based Assessment ; Predictor Variables ; Psychology ; Scores ; Students</subject><ispartof>Teaching of psychology, 2003-07, Vol.30 (3), p.220-223</ispartof><rights>2003 Society for the Teaching of Psychology</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c337t-fe55ab5d0d57065c385d0f377d9903bef5f7bec1830b65fcae44911d5dd1607b3</citedby><cites>FETCH-LOGICAL-c337t-fe55ab5d0d57065c385d0f377d9903bef5f7bec1830b65fcae44911d5dd1607b3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1207/S15328023TOP3003_04$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1207/S15328023TOP3003_04$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,780,784,21819,27924,27925,43621,43622</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ761487$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Williams, Robert L.</creatorcontrib><creatorcontrib>Oliver, Renee</creatorcontrib><creatorcontrib>Allin, Jessica L.</creatorcontrib><creatorcontrib>Winn, Beth</creatorcontrib><creatorcontrib>Booher, Carrie S.</creatorcontrib><title>Psychological Critical Thinking as a Course Predictor and Outcome Variable</title><title>Teaching of psychology</title><description>Students' scores on a psychological critical thinking instrument administered at the beginning and end of a large human development course significantly correlated with multiple-choice exam scores, with the posttest critical thinking scores being the better predictor of exam performance. The sample as a whole gained significantly on critical thinking, but students with high and low exam scores differed in their patterns of change on critical thinking. Students who scored high (As and B+s) on the exams significantly improved their critical thinking scores, whereas students who scored low (Ds and Fs) on the exams did not. An explicit practice and feedback procedure implemented through an existing course activity presumably contributed to gains in critical thinking.</description><subject>Academic Achievement</subject><subject>College Students</subject><subject>Correlation</subject><subject>Critical Thinking</subject><subject>Multiple choice</subject><subject>Multiple Choice Tests</subject><subject>Performance Based Assessment</subject><subject>Predictor Variables</subject><subject>Psychology</subject><subject>Scores</subject><subject>Students</subject><issn>0098-6283</issn><issn>1532-8023</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2003</creationdate><recordtype>article</recordtype><recordid>eNp9UMtOwzAQtBBIlMIXwMES58A6tmPniCJeVaVWonCNHNtpXdK42Omhf09KEOKAOO1oHrurQeiSwA1JQdy-EE5TCSldzOYUgJbAjtDoQCYH9hiNAHKZZKmkp-gsxjUAMMbZCE3mca9XvvFLp1WDi-C6L7BYufbdtUusIla48LsQLZ4Ha5zufMCqNXi267TfWPymglNVY8_RSa2aaC--5xi9PtwviqdkOnt8Lu6miaZUdEltOVcVN2C4gIxrKntcUyFMngOtbM1rUVlNJIUq47VWlrGcEMONIRmIio7R9bB3G_zHzsauXPfvtf3JkkjJaE5ZBr2LDi4dfIzB1uU2uI0K-5JAeSit_KO0PnU1pGxw-idxPxEZYVL0MgxyVEv76-w_Gz8Bmcx2vw</recordid><startdate>200307</startdate><enddate>200307</enddate><creator>Williams, Robert L.</creator><creator>Oliver, Renee</creator><creator>Allin, Jessica L.</creator><creator>Winn, Beth</creator><creator>Booher, Carrie S.</creator><general>SAGE Publications</general><general>Lawrence Erlbaum Associates, Inc</general><general>Taylor & Francis Ltd</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>K9.</scope></search><sort><creationdate>200307</creationdate><title>Psychological Critical Thinking as a Course Predictor and Outcome Variable</title><author>Williams, Robert L. ; Oliver, Renee ; Allin, Jessica L. ; Winn, Beth ; Booher, Carrie S.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c337t-fe55ab5d0d57065c385d0f377d9903bef5f7bec1830b65fcae44911d5dd1607b3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2003</creationdate><topic>Academic Achievement</topic><topic>College Students</topic><topic>Correlation</topic><topic>Critical Thinking</topic><topic>Multiple choice</topic><topic>Multiple Choice Tests</topic><topic>Performance Based Assessment</topic><topic>Predictor Variables</topic><topic>Psychology</topic><topic>Scores</topic><topic>Students</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Williams, Robert L.</creatorcontrib><creatorcontrib>Oliver, Renee</creatorcontrib><creatorcontrib>Allin, Jessica L.</creatorcontrib><creatorcontrib>Winn, Beth</creatorcontrib><creatorcontrib>Booher, Carrie S.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><jtitle>Teaching of psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Williams, Robert L.</au><au>Oliver, Renee</au><au>Allin, Jessica L.</au><au>Winn, Beth</au><au>Booher, Carrie S.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ761487</ericid><atitle>Psychological Critical Thinking as a Course Predictor and Outcome Variable</atitle><jtitle>Teaching of psychology</jtitle><date>2003-07</date><risdate>2003</risdate><volume>30</volume><issue>3</issue><spage>220</spage><epage>223</epage><pages>220-223</pages><issn>0098-6283</issn><eissn>1532-8023</eissn><abstract>Students' scores on a psychological critical thinking instrument administered at the beginning and end of a large human development course significantly correlated with multiple-choice exam scores, with the posttest critical thinking scores being the better predictor of exam performance. The sample as a whole gained significantly on critical thinking, but students with high and low exam scores differed in their patterns of change on critical thinking. Students who scored high (As and B+s) on the exams significantly improved their critical thinking scores, whereas students who scored low (Ds and Fs) on the exams did not. An explicit practice and feedback procedure implemented through an existing course activity presumably contributed to gains in critical thinking.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><doi>10.1207/S15328023TOP3003_04</doi><tpages>4</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0098-6283 |
| ispartof | Teaching of psychology, 2003-07, Vol.30 (3), p.220-223 |
| issn | 0098-6283 1532-8023 |
| language | eng |
| recordid | cdi_proquest_journals_1884393460 |
| source | Access via SAGE; EBSCOhost Education Source |
| subjects | Academic Achievement College Students Correlation Critical Thinking Multiple choice Multiple Choice Tests Performance Based Assessment Predictor Variables Psychology Scores Students |
| title | Psychological Critical Thinking as a Course Predictor and Outcome Variable |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-04T12%3A25%3A34IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Psychological%20Critical%20Thinking%20as%20a%20Course%20Predictor%20and%20Outcome%20Variable&rft.jtitle=Teaching%20of%20psychology&rft.au=Williams,%20Robert%20L.&rft.date=2003-07&rft.volume=30&rft.issue=3&rft.spage=220&rft.epage=223&rft.pages=220-223&rft.issn=0098-6283&rft.eissn=1532-8023&rft_id=info:doi/10.1207/S15328023TOP3003_04&rft_dat=%3Cproquest_cross%3E1884393460%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1884393460&rft_id=info:pmid/&rft_ericid=EJ761487&rft_sage_id=10.1207_S15328023TOP3003_04&rfr_iscdi=true |