Title

Chinese and United States undergraduates' critical thinking skills : academic and dispositional predictors

Document Type

Presentation

Source Publication

The 2006 Annual Meeting of the American Educational Research Association : Education Research in the Public Interest

Publication Date

4-9-2006

Publisher

American Educational Research Association

Abstract

The present study explored the relationships between critical thinking performance and various possible correlates in two groups of students from different cultural backgrounds. The Halpern Critical Thinking Assessment was administered to 142 Chinese (Hong Kong) and 153 US undergraduates. Consistent with the assertion that the Chinese educational tradition emphasizes effort and academic performance may more realistically reflect student diligence, GPA was found to be unrelated with critical thinking abilities among Chinese students. US students' critical thinking performance was also better predicted by SAT scores than GPA. Gender, subject major, and dispositional factors of openness and conscientiousness were found to be variably related to critical thinking skills in the two groups.

Recommended Citation

Ku, K. Y. L., Chan, N.-M., Lun, V. M.-C., Haplern, D. F., Marin-Burkhart, L., Hau, K. T., & Ho, I. T. (2006, April). Chinese and United States undergraduates' critical thinking skills: Academic and dispositional predictors. Paper presented at the 2006 Annual Meeting of the American Educational Research Association: Education Research in the Public Interest, San Francisco, California.

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