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Development of the Critical Thinking Toolkit (CriTT): a measure of student attitudes and beliefs about critical thinking

Stupple, Edward J.N.; Maratos, Frances A.; Elander, James; Hunt, Thomas E.; Cheung, Kevin Y.F.; Aubeeluck, Aimee

Authors

Edward J.N. Stupple

Frances A. Maratos

James Elander

Thomas E. Hunt

Kevin Y.F. Cheung

AIMEE AUBEELUCK aimee.aubeeluck@nottingham.ac.uk
Professor of Health Psychology Education



Abstract

Critical thinking is an important focus in higher education and is essential for good academic achievement. We report the development of a tool to measure critical thinking for three purposes: (i) to evaluate student perceptions and attitudes about critical thinking, (ii) to identify students in need of support to develop their critical thinking, and (iii) to predict academic performance. Seventy-seven items were generated from focus groups, interviews and the critical thinking literature. Data were collected from 133 psychology students. Factor Analysis revealed three latent factors based on a reduced set of 27 items. These factors were characterised as: Confidence in Critical Thinking; Valuing Critical Thinking; and Misconceptions. Reliability analysis demonstrated that the sub-scales were reliable. Convergent validity with measures of grade point average and argumentation skill was shown, with significant correlations between subscales and validation measures. Most notably, in multiple regression analysis, the three sub-scales from the new questionnaire substantially increased the variance in grade point average accounted for by measures of reflective thinking and argumentation. To sum, the resultant scale offers a measure that is simple to administer, can be used as a diagnostic tool to identify students who need support in developing their critical thinking skills, and can also predict academic performance.

Citation

Stupple, E. J., Maratos, F. A., Elander, J., Hunt, T. E., Cheung, K. . Y., & Aubeeluck, A. (2017). Development of the Critical Thinking Toolkit (CriTT): a measure of student attitudes and beliefs about critical thinking. Thinking Skills and Creativity, 23, https://doi.org/10.1016/j.tsc.2016.11.007

Journal Article Type Article
Acceptance Date Nov 22, 2016
Online Publication Date Nov 24, 2016
Publication Date Mar 1, 2017
Deposit Date Dec 5, 2016
Publicly Available Date Dec 5, 2016
Journal Thinking Skills and Creativity
Print ISSN 1871-1871
Electronic ISSN 1878-0423
Publisher Elsevier
Peer Reviewed Peer Reviewed
Volume 23
DOI https://doi.org/10.1016/j.tsc.2016.11.007
Keywords Critical thinking; Learning; Teaching; Cognitive reflection; Questionnaire; Argumentation; Dual process theory
Public URL http://eprints.nottingham.ac.uk/id/eprint/39180
Publisher URL http://www.sciencedirect.com/science/article/pii/S1871187116302000
Copyright Statement Copyright information regarding this work can be found at the following address: http://creativecommons.org/licenses/by-nc-nd/4.0

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Copyright Statement
Copyright information regarding this work can be found at the following address: http://creativecommons.org/licenses/by-nc-nd/4.0





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