Construction and validation of the students' lived experience critical thinking questionnaire: A case study of students from Isfahan University and Isfahan University of Medical Sciences.

Articles in Press

Document Type : Research Paper

Authors

1 Department of Philosophy of Education, Islamic Azad University, Arak, Iran

2 Professor, Higher Education Planning Department, Institute for Higher Education Research and Planning.Tehran.iran

3 Department of Social Sciences, University of Isfahan, Isfahan, Iran

Abstract

This article is a quantitative part of the results of a mixed research conducted using a sequential exploratory method (qualitative-quantitative). The aim of the research was to investigate the lived experience of students in critical thinking at the University of Isfahan and Isfahan University of Medical Sciences in the academic year 1402-1403. In the quantitative stage, the research method was descriptive and non-experimental using correlation analysis and factor analysis. The sample size for the alpha level of 0.05, the test power of 0.80 and the detectable effect size in the statistical population based on the statistical sample of 0.15 was obtained as 435 people, which were distributed proportionally based on the four variables of university, faculty, academic level and gender. The initial instrument consisted of 50 items and five main factors including honorable and responsible living, multiple exposure, thinking beyond, cost-reward duality and organizational destruction, which were designed based on qualitative analysis and evaluated and analyzed in the quantitative stage. In the quantitative phase, seven factors were extracted from the final factor structure. Two new factors, including conservative organization and uncritical authority, were derived from organizational destruction and multiple exposure, respectively. The factor loadings obtained for the six factors loaded on students' lived experience in critical thinking (all factors except conservative organization) were above 0.60, indicating the high importance of each of these dimensions in estimating the final score of each individual studied. The hierarchical structure of the scale of students' lived experience in critical thinking was also analyzed and confirmed. The result of the present study is an attempt to develop new tools for assessing critical thinking in educational settings.

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Journal of Applied Sociology

Articles in Press, Accepted Manuscript
Available Online from 11 February 2025

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