پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 951 |
| تعداد مقالات | 7,816 |
| تعداد مشاهده مقاله | 12,972,714 |
| تعداد دریافت فایل اصل مقاله | 9,205,275 |
مقایسه‌ی تفکر نقادانه براساس سبک تصمیم‌گیری و سیستم مغزی_ رفتاری در دانشجویان روانشناسی | ||
| اندیشه های نوین تربیتی | ||
| مقاله 7، دوره 19، شماره 2 - شماره پیاپی 68، تیر 1402، صفحه 135-148 اصل مقاله (552.73 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2022.34995.3269 | ||
| نویسندگان | ||
| مهبد فدایی فولادی* 1؛ صغری ابراهیمی قوام2؛ محمدحسین ضرغامی3 | ||
| 1کارشناسی ارشد ، گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه علامه طباطبایی، تهران، ایران | ||
| 2دانشیار گروه روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران. | ||
| 3استادیار گروه سنجش و اندازه‌گیری (روانسنجی)، مرکز تحقیقات علوم رفتاری، دانشگاه بقیه‌الله، تهران، ایران. | ||
| چکیده | ||
| امروزه پرورش مهارت‌های تفکر نقادانۀ دانشجویان از امور پیچیده و مهم در مقولۀ آموزش است. در همین راستا، هدف از پژوهش حاضر، مقایسۀ تفکر نقادانه بر اساس سبک‌های تصمیم‌گیری و سیستم مغزی _ رفتاری بود. طرح این پژوهش، از نوع علّی_ مقایس‌های بود. جامعۀ پژوهش را تمامی دانشجویان کارشناسی ارشد رشتۀ روانشناسی (تمامی گرایش‌ها) دانشگاه علامه طباطبایی که در نیمسال دوم سال تحصیلی 97_ 1396 مشغول تحصیل بودند، تشکیل دادند. نمونۀ آماری شامل 117 دانشجوی دختر و پسر بود که با روش در دسترس انتخاب و با احراز ملاک‌های ورود و خروج مشخص گردید. سپس پرسشنامۀ تفکر نقادانۀ کالیفرنیا، مقیاس سیستم مغزی_ رفتاری و پرسشنامۀ سبک‌های تصمیم‌گیری اسکات و بروس توسط هر شرکت‌کننده تکمیل گشت. نتایج تحلیل آزمونهایt مستقل و آنووا نشان داد که تفکر نقادانه میان هر دو حالت سیستم مغزی_ رفتاری تفاوت معناداری وجود دارد و از لحاظ سبک‌های تصمیم‌گیری، تفکر نقادانه میان سبک‌های عقلانی و شهودی تفاوت معنادار نداشته ولی این دو سبک با سایر سبک‌ها تفاوت معناداری دارند. بنابراین، میتوان نتیجه گرفت که ویژگی‌های فردی با تأکید بر نوع سبک تصمیم‌گیری و نوع سیستم مغزی_ رفتاری میتواند عملکرد تفکر نقادانه را تحت‌تأثیر قرار دهند. | ||
| کلیدواژه‌ها | ||
| تفکر نقادانه؛ سبک تصمیم‌گیری؛ سیستم مغزی_ رفتاری | ||
| عنوان مقاله [English] | ||
| Comparison of Critical Thinking based on Decision-making Style and Brain-behavioral System in Psychology Students | ||
| نویسندگان [English] | ||
| Mahbod Fadaei Fooladi1؛ Soghra Ebrahimi Ghavam2؛ Mohammad Hossein Zarghami3 | ||
| 1Master of Educational Psychology. Department of Educational Psychology, Faculty of Education and Psychology. Allameh Tabatabai University, Tehran, Iran | ||
| 2Associate Professor of Psychology. Department of Educational Psychology. Faculty of Education and Psychology. Allameh Tabatabai University, Tehran, Iran. | ||
| 3Assistant Professor of Assessment and Measurement. Behavioral Sciences Research Center. Baqiyatallah University of Medical Sciences, Tehran, Iran. | ||
| چکیده [English] | ||
| This study aimed to compare the levels of critical thinking based on decision making styles and behavioral brain systems through a causal comparative study. The research population consists of all students of the master's degree in psychology in Allameh Tabataba'i University in the second semester of 2017-18. A sample of 117 men and women was selected by convenience sampling. Then, Critical Thinking Questionnaire, Behavioral Brain System Scale and Decision-Making Styles Questionnaire were completed. The results of ANOVA and independent t-test revealed a significant difference between critical thinking of the two modes of behavioral brain system. In terms of decision-making styles, critical thinking did not show significant differences between individuals with rational and intuitive styles. Therefore, it can be concluded that individual characteristics, particularly the type of decision-making style and type of brain-behavioral system, can affect critical thinking. Introduction: Critical thinking involves the conceptualization, analysis, synthesis, and evaluation of information obtained through observation, experience, reasoning, or communication (Porter, 2018; Ulger, 2018). A lack of critical thinking can lead to rigid thinking; therefore, it is necessary to understand the nature and function of critical thinking and its development in the academic community in a comprehensive and accurate manner (Aihua, 2017). Furthermore, to assess each situation, individuals need decision-making skills to choose the most desirable solution from two or more strategies to achieve a specific goal (Lombardi et al., 2017). In this regard, studies have reported a significant relationship between decision-making styles and critical thinking (Kashaninia, Hosseini, and Yusliani, 2016; Zare and Nahravanian, 2017). We can explain this difference in decision-making styles by the personality traits of individuals and the way they deal with problems (Urieta et al., 2022). The theory of "reinforcement sensitivity" is one of the theories proposed to explain differences among individuals due to their sensitivity in the two basic systems of behavioral activation and behavioral inhibition in the brain (Sommer, van der Molen, and De Pascalis, 2016). The relationships among these variables have been examined. Meanwhile, researchers have not studied a person's critical thinking in terms of both decision-making style and brain-behavioral system. In addition, previous research has been conducted in the nursing students, and have reported conflicting results. Brain-behavioral systems and decision-making styles affect how one responds to the environment, while critical thinking is affected by the judgmental nature of mental health domains. Therefore, studying this issue in psychology students who need clinical judgment for their professional requirements is essential. To this end, the present study addresses the question: "Is critical thinking different among psychology students with different decision-making styles and behavioral brain systems?" Methods: The statistical population of this causal-comparative study included Master’s of Psychology students (all majors) of Allameh Tabataba'i University in the second semester of 2017-18. The statistical sample included 117 people who met the inclusion criteria. We used the following tools to measure the variables considered in the present study: California Critical Thinking Skills Test: This test has 34 multiple-choice questions, including 20 questions with four options and 14 questions with five options. Scores range from zero to 34. We obtained the reliability of the test using the Kuder-Richardson coefficient from 0.68 to 0.70. Mehrinejad (2007) reported the reliability of the adapted form of the test as 0.78 using the half-split method and as 0.83 using the Cronbach's alpha coefficient for the whole test. Cronbach's alpha in this study was 0.79. Scott and Bruce Decision-Making Styles Questionnaire: This tool has 25 items designed as a five-point Likert scale. The score in this questionnaire ranges from 25 to 125. Scott and Bruce (1995) reported the reliability coefficient of this questionnaire for each of the subscales using Cronbach's alpha as 0.85 for rational style, 0.84 for intuitive style, 0.86 for dependency style, 0.94 for instant style, and 0.87 for avoidance style. In their study, Zarea and Arab Sheibani (2010) also calculated the reliability of this tool using Cronbach's alpha for each of the subscales as 0.77 for rational style, 0.78 for intuitive style, 0.76 for dependence style, 0.86 for instant style, and 0.83 for avoidance style. In the present study, Cronbach's alpha was 0.82. Behavioral Inhibition / Activation Systems Questionnaire: This questionnaire has 24 items, four of which do not affect scoring. As a result, the main form of this scale has 20 questions, which consists of two general factors of inhibition (7 questions) and activation (13 questions). Mohammadi (2008) reported psychometric properties of the Persian version of this scale in Iran among a sample of students from Shiraz. He also reported the validity as 0.68 for the activation subscale (BAS) and 0.71 for the inhibition subscale (BIS). We obtained its Cronbach's alpha as 0.84. We used statistics such as frequency, mean, standard deviation, independent t-test and ANOVA to describe the data. Findings: A total of 117 students (77 females and 40 males) with a mean age of 25.29 ± 3.93 years for males and 26.15 ± 2.85 years for females. According to Table 1, BAS dimension scored higher than BIS dimension, the rational and intuitive styles had the highest mean, and the instantaneous and avoidant styles had the lowest mean. Then, we used the independent t-test to measure the difference in critical thinking of individuals in terms of the subscales of brain-behavioral system and gender. The results show that critical thinking was significantly different between the two brain-behavioral subscales (t = 3.84; p < 0.001), and critical thinking had a higher mean on the BAS subscale. In addition, critical thinking was different between the two sexes (t = -2.39; p <0.01), and the mean scores were higher in men than those in women. The difference between critical thinking of individuals and different decision-making styles was investigated using one-way ANOVA, which revealed a significant difference between the groups (t = 97.63; p <0.01). In addition, Tukey’s post hoc test in Table 2 shows the differences between the groups. Tukey's test showed a significant difference between rational style and all styles except intuitive style. There was also a significant difference in critical thinking between the intuitive and other decision-making styles, i.e., dependent, instantaneous and avoidant (p <0.001). On the other hand, the dependent style significantly differs from the instantaneous style, but it is not significantly different from the avoidant style (p> 0.07). In addition, this difference was significant between avoidant and instantaneous styles (p <0.001). Discussion: In general, the present study showed that underlying characteristics such as decision-making style and arousal of inhibitory or activating behavioral areas in the brain play a role in developing critical thinking. Another significant result of this study is that individuals with critical thinking skills can achieve higher scores with rational and intuitive decision-making styles. This result proves that we can use the tacit readiness by emphasizing individual differences for effective action in the critical challenges and use the available tools and facilities to the best of their ability if we select the right people for the job. We can also conclude that psychologists should be selected clinical work from among those with higher critical thinking or a more favorable background Fatigue due to completing the questionnaires and the impossibility of conducting the test were the limitations of this study. Further studies are recommended to focus on the effects of mental states and situational effects such as situational anxiety. | ||
| کلیدواژه‌ها [English] | ||
| Critical Thinking, Decision Making Style, Brain-Behavioral System | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Aghayusefi, A., Oraki, M., & Mohammadi, R. (2015). The Relationship between the Brain Behavioral Inhibition and Activation Systems (BIS/BAS) with Decision Making Styles: The Moderating Effect of Handedness. Neuropsychology, 1(2), 17-31. https://dorl.net/dor/20.1001.1.24765023.1394.1.2.2.3 (Text in Persian) Aihua, G. (2017). The Research on Construction Function of Critical Thinking. International Journal of Philosophy, 5(1), 1. Amini, M. & Fazlinejad, N. (2010). Critical thinking skill in Shiraz University of medical sciences students. Hormozgan medical journal., 14(3), 213-218. (Text in Persian) Amirpour, B. (2012). Relationship of critical thinking and its dimensions with university students’ social self-esteem and happiness. Education Strategies in Medical Sciences. 5 (3), 143-147. (Text in Persian) Bavolar, J. (2013). Validation of the Adult Decision-Making Competence in Slovak students. Judgment and Decision Making. 8(3): 386–392. http://dx.doi.org/10.1017/S1930297500006057 Beigi, R. & Abedini, S. (2014). The effect of decision-making training on critical thinking in nursing students. Development Strategies in Medical Education quarterly. 1(2), 18-26. (Text in Persian) Chan, Z.C. (2013). Critical thinking and creativity in nursing: Learners' perspectives. Nurse Education Today. 33(5): 558-63. https://doi.org/10.1016/j.nedt.2012.09.007 Collins, A. G., & Shenhav, A. (2022). Advances in modeling learning and decision-making in neuroscience. Neuropsychopharmacology, 47(1), 104-118. https://doi.org/10.1038/s41386-021-01126-y Dewberry, C., Juanchich, M., & Narendran, S. (2013). Decision-making competence in everyday life: The roles of general cognitive styles, decision-making styles and personality. Personality and Individual Differences, 55(7), 783-788. https://psycnet.apa.org/doi/10.1016/j.paid.2013.06.012 Elder, l. & Paul, R. (2008). critical thinking in a world of accelerating change and complexit. Social education, V 72, Iss, 7, PP: 345-388. Fischer, S., Soyez, K., & Gurtner, S. (2015). Adapting Scott and Bruce’s General Decision-Making Style Inventory to Patient Decision Making in Provider Choice. Medical Decision Making, 35(4), 525-532. https://doi.org/10.1177/0272989x15575518 Ghasemi, F., Mohajeri, A., Eskandari, S., & Abroshan, H. (2013). A Comparative Study of Critical Thinking Skills of Educators in Elementary, Secondary, High, and Pre-university Schools in Bushehr Province and Providing Strategies to Promote Critical Thinking. Journal of New Approaches in Educational Administration, 4(15), 193-216. https://dorl.net/dor/20.1001.1.20086369.1392.4.15.11.9 (Text in Persian) Helsdingen, A. S., Van den Bosch, K., Van Gog, T., & van Merriënboer, J. J. (2010). “The effects of critical thinking instruction on training complex. https://doi.org/10.1177/0018720810377069 Hoppenbrouwers, S. S., Neumann, C. S., Lewis, J., & Johansson, P. (2015). A latent variable analysis of the Psychopathy Checklist–Revised and behavioral inhibition system/behavioral activation system factors in North American and Swedish offenders. Personality Disorders: Theory, Research, and Treatment, 6(3), 251. https://psycnet.apa.org/doi/10.1037/per0000115 Hundt, N. E., Kimbrel, N. A., Mitchell, J. T., & Nelson-Gray, R. O. (2008). High BAS, but not low BIS, predicts externalizing symptoms in adults. Personality individual difference, 44(3): 565-75. http://dx.doi.org/10.1016/j.paid.2007.09.018 Kashaninia, Z. Hosseini, MA. & Yusliani, F. (2016). “The effect of teaching critical thinking skills on the decision-making style of nursing managers”, Journal of Client-Centered Nursing Care, 1(4): 197-204. Konstantinidis, E., & Shanks, DR. (2014). don’t bet on it! Wagering as a measure of awareness in decision making under uncertainty. Journal of Experimental Psychology. General. 143 (6): 2111 – 2134. https://psycnet.apa.org/doi/10.1037/a0037977 Lee, S. J., Kim, S. H., Lim, N., Ahn, M. Y., & Chae, H. (2015). Study on the difference of BIS/BAS scale between Sasang types. Evidence-Based Complementary and Alternative Medicine, 2015. https://doi.org/10.1155%2F2015%2F805819 Li, Y., Guan, Y., Wang, F., Zhou, X., Guo, K., Jiang, P., ... & Fang, Z. (2015). Big-five personality and BIS/BAS traits as predictors of career exploration: The mediation role of career adaptability. Journal of Vocational Behavior, 89, 39-45. https://psycnet.apa.org/doi/10.1016/j.jvb.2015.04.006 Lombardi, E., Di Dio, C., Castelli, I., Massaro, D., & Marchetti, A. (2017). Prospective thinking and decision making in primary school age children. Heliyon, 3(6), e00323. https://doi.org/10.1016%2Fj.heliyon.2017.e00323 Mehrinejad, A. (2007). Adaptation and Normalization of California Critical Thinking Skills Test. Advances in Cognitive Sciences, 9 (3), 63-72. (Text in Persian) Moalaye Mazraee, Z., Rassouli Azad, M., & Makvandi, B. (2013). Surveying the Degree of Critical Thinking Skills of M. A. Students of Librarianship and Information of Science and Research Branch of Islamic Azad University, Khouzestan. Educational Administration Research, 5(18), 27-36. (Text in Persian) Mohammadi, N. (2008). The Psychometric Properties of the Behavioral Inhibition System (BIS) and Behavioral Activation System (BAS) scales Among Students of Shiraz University. Clinical Psychology and Personality, 6(1), 61-68. https://dorl.net/dor/20.1001.1.23452188.1387.6.1.6.7 (Text in Persian) Paryad, E., Javadi, N., Atrkar Roshan, Z., Fadakar, K., & Asiri, SH. (2011). Relationship between Critical Thinking and Clinical Decision Making in Nursing Students. The Iran Journal of Nursing. 24(73), 63-71. (Text in Persian) Paul, R. (2005). The state of critical thinking today, new direction for community colleges, 103, 27-40. Porter, R. J. (2018). A Correlational Study on Critical Thinking in Nursing as an Outcome Variable for Success (Doctoral dissertation, Liberty University). Rezaei, R., Saatsa, S., Sharif Nia, S. H., Molookzadeh, S., & Beheshti, Z. (2014). Evaluation of Nursing Students, Critical Thinking Skills in Mazandaran University of Medical Sciences. Medical Education Journal. 2(1), 29-34. (Text in Persian) Rothbart, M. K., Ahadi, S. A., & Evans, D. E. (2010). Temperament and personality: origins and outcomes. Journal of personality and social psychology. 78(1):122. https://doi.org/10.1037//0022-3514.78.1.122 Santos Jr, E., Nguyen, H., Kim, K. J., Russell, J. A., Hyde, G. M., Veenhuis, L. J., ... & Mac, H. V. (2018). A Contextual Decision-Making Framework. Computational Context: The Value, Theory and Application of Context with AI, 253-286. Scott, S. G., & Bruce, R. A. (1995). Decision-making style: The development and assessment of a new measure. Educational and psychological measurement, 55(5), 818-831. Shabani, Z. (2012). Comparison of the Effect of Critical Thinking on the Decision-Making Process in Scientific and Social Elites. Counseling Culture and Psycotherapy, 3(10), 65-100. (Text in Persian) Sommer, K., van der Molen, M. W., & De Pascalis, V. (2016). BIS/BAS sensitivity and emotional modulation in a prepulse-inhibition paradigm: A brain potential study. Physiology & behavior, 154, 100-113. https://psycnet.apa.org/doi/10.1016/j.physbeh.2015.11.021 Ulger, K. (2018). The Effect of Problem-Based Learning on the Creative Thinking and Critical Thinking Disposition of Students in Visual Arts Education. Interdisciplinary Journal of Problem-Based Learning, 12(1), 10. Urieta, P., Sorrel, M. A., Aluja, A., Balada, F., Lacomba, E., & García, L. F. (2022). Exploring the relationship between personality, decision-making styles, and problematic smartphone use. Current Psychology, 1-18. http://dx.doi.org/10.1007/s12144-022-02731-w Valavi, P., bagherpour, S., & shahsavari, J. (2016). Examining critical thinking in university graduate students. Research in Curriculum Planning, 13(49), 184-192. (Text in Persian) Zarabian, F., Zandi, B., & Azizi, S. M. (2016). Study of Critical Thinking Disposition in Virtual Graduated Students. Research in Medical Education. 8(1), 37-46. http://dx.doi.org/10.18869/acadpub.rme.8.1.37 (Text in Persian) Zare, H., & Aerab Sheibani, KH., (2012). Reliability and Validity of Decision-Making Styles Questionnaire in Iranian Students, Psychological Research, 14(2), 112. (Text in Persian) Zare, H., & Nahravanian, P. (2018). The Effect of Critical Thinking Training on Decision Making Styles and Problem-Solving Styles. Biquarterly Journal of Cognitive Strategies in Learning, 5(9), 13-31. (Text in Persian) | ||
|
آمار تعداد مشاهده مقاله: 304 تعداد دریافت فایل اصل مقاله: 244 |
||
