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Remote Learning's Impact on Students' Cognitive Development: Evidence from Time Series Assessment [Conference presentation]
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Critical thinking (CT), as a form of higher-order thinking, is intended to help individuals form reasonable reflection and judgment to deal with increasingly severe employment situations. As the primary workforce in the labor market, undergraduates must possess a strong critical thinking disposition (CTD) to make better use of CT. Despite extensive research on components of CTD from the perspective of educational practices, there is limited emphasis on investigating the components and their relationships of CTD in the labor market and the impact of gender differences. Therefore, this study presented an analysis of 1535 Chinese undergraduates (Mage = 20.89; SD = 1.43) using the Employer-Employee-Supported Critical Thinking Disposition Inventory (2ES-CTDI), aiming to explore the CTD that undergraduates should possess before entering the labor market. The relationships among the components were examined using SmartPLS4.0 in conjunction with Partial Least Squares Structural Equation Modeling (PLS-SEM). Additionally, a multigroup analysis (PLS-MGA) with a measurement invariance (MI) test was conducted to validate the moderating effects of gender. The findings indicate that (a) self-efficacy has a significant negative effect on habitual truth-digging, and boys are more affected than girls, instant judgment plays a competitive partial mediating role in this relationship; (b) self-efficacy has a significant positive effect on instant judgment, and boys are more likely to make instant judgments than girls; (c) instant judgment significantly positively affects habitual truth-digging. These findings highlight the dynamic equilibrium among the internal components of CTD in the labor market and call for increased attention from educators to the importance of gender differences in the cultivation process.
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In the 21st century, complex problem-solving (CPS) serves as a key indicator of educational achievement. However, the elements of successful CPS have not yet been fully explored. This study investigates the role of strategic exploration and different problem-solving and test-taking behaviors in CPS success, using logfile data to visualize and quantify students’ problemsolving behavior on 10 CPS problems with different characteristics and levels of difficulty. Additionally, in the present study, we go beyond the limits of most studies that focus on students’ problem-solving behavior pattern analyses in European cultures and education systems to examine Arabic students’ CPS behavior. The results show that computer-based assessments of CPS are feasible and valid in Jordanian higher education. The findings also confirm the structural validity of CPS, indicating that the processes of knowledge acquisition (KAC) and knowledge application (KAP) can be distinguished and separated in the problem-solving process. Large differences were identified in students’ test-taking behavior in terms of the efficacy of their exploration strategy. We identified four latent classes based on the students’ exploration strategy behavior. The study thus leads to a better understanding of how students solve problems and behave during the problem-solving process in uncertain situations.