Identifying characteristics associated with higher education teachers’ Cognitive Reflection Test performance and their attitudes towards teaching critical thinking

Eva M. Janssen*, Wietse Meulendijks, Tim Mainhard, Peter P.J.L. Verkoeijen, Anita E.G. Heijltjes, Lara M. van Peppen, Tamara van Gog

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

The aim of this study was to identify characteristics that are related to higher education teachers' (N = 263) Cognitive Reflection Test (CRT) performance, which assesses an important aspect of critical thinking (CT), and their attitudes towards teaching CT more generally. Results of a structural equation model showed that a stronger disposition towards effortful thinking, teaching in a more technological domain, and a higher level of education were related to a better CRT performance. Thinking dispositions were also related to teachers’ perceived relevance of teaching CT. Confidence in CRT performance rather than actual performance was related to perceived competence in teaching CT.

Original languageEnglish
Pages (from-to)139-149
Number of pages11
JournalTeaching and Teacher Education
Volume84
DOIs
Publication statusPublished - Aug 2019

Keywords

  • Critical thinking
  • CRT
  • Higher education
  • Teaching and teacher education
  • Teaching attitudes
  • Thinking dispositions

Fingerprint

Dive into the research topics of 'Identifying characteristics associated with higher education teachers’ Cognitive Reflection Test performance and their attitudes towards teaching critical thinking'. Together they form a unique fingerprint.

Cite this