ساخت و اعتبار یابی پرسش نامه تجربه زیسته تفکر انتقادی دانشجویان: مورد مطالعه دانشجویان دانشگاه اصفهان و دانشگاه علوم پزشکی اصفهان (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
این مقاله بخش کمّی از نتایج یک پژوهش ترکیبی است که به روش اکتشافی متوالی (کیفی – کمّی) انجام شده است. هدف از تحقیق بررسی تجربهزیسته دانشجویان در تفکر انتقادی در دانشگاه اصفهان و دانشگاه علوم پزشکی اصفهان در سال تحصیلی 1402-1403 بود. در مرحله کمّی، روش پژوهش از نوع پیمایشی (توصیفی و غیرآزمایشی) است و از تحلیل همبستگی و تکنیک تحلیل عاملی برای تحلیل داده ها استفاده شد. حجم نمونه برابر با 435 نفر به دست آمد که بر مبنای چهار متغیر دانشگاه، دانشکده، مقطع تحصیلی و جنسیت به تناسب توزیع شد. شیوه نمونه گیری سهمیه ای بود. ابزار اولیه شامل 50 آیتم و پنج عامل اصلی شامل زیست شرافتمندانه و مسئولانه، مواجهه چندگانه، اندیشیدن به فراسو، دوگانه هزینه-پاداش و نابودگری سازمانی بود که بر اساس تحلیل کیفی طراحی و در مرحله کمّی ارزیابی و تحلیل شدند. درمرحله کمّی از ساختار عاملی نهایی هفت عامل مشتمل بر 37 آیتم استخراج شد. دوعامل جدید شامل سازمان محافظه کار و مرجعیت غیرانتقادی به ترتیب از نابودگری سازمانی و مواجهه چندگانه نشئت گرفت. بارهای عاملی به دست آمده برای شش عامل بارگذاری شده بر روی تجربه زیسته دانشجویان در تفکر انتقادی (همه عوامل به جز سازمان محافظه کار) بالاتر از مقدار 60/0 به دست آمده است که حاکی از اهمیت بالای هر یک از این ابعاد در برآورد نمره نهایی هریک از افراد مطالعه شده است. ساختار سلسله مراتبی مقیاس تجربه زیسته دانشجویان در تفکر انتقادی نیز تحلیل و تأیید . نتایج پژوهش حاضر تلاشی برای توسعه ابزارهای جدید برای ارزیابی تفکر انتقادی در محیط های آموزشی به شمار می رود.Development and Validation of a Critical Thinking Questionnaire: A Case Study of the Lived Experience of Students from the University of Isfahan and Isfahan University of Medical Sciences
IntroductionCritical thinking is recognized as one of the essential skills in higher education, particularly for university students preparing to enter the job market and professional environments. Given its significance, the need for a valid and standardized tool to assess students' lived experiences of critical thinking has become increasingly evident. Such an instrument would be invaluable for educational planners and researchers seeking to enhance curricula and pedagogical strategies. Moreover, the existing research gap in this domain underscores the necessity for further studies to develop culturally relevant assessment tools. Although several instruments have been created to assess critical thinking, most have been designed within Western cultural contexts, limiting their applicability to students in Iran. As a result, these tools may not align with the values, norms, and cultural experiences of this population. Additionally, the existing assessments tend to focus primarily on the cognitive dimensions of critical thinking—such as logical reasoning, analysis, and information evaluation—while overlooking its emotional, social, and motivational aspects. The lack of emphasis on personal narratives and lived experiences further neglects the qualitative dimensions of critical thinking. To address these gaps, this study aimed to design, develop, and validate a new questionnaire that captured the students' lived experiences of critical thinking at the University of Isfahan and Isfahan University of Medical Sciences. A mixed-methods research design employing a sequential exploratory (qualitative followed by quantitative) approach was utilized. The newly developed instrument consisted of 5 main sub-factors and a total of 50 items. Various analyses, including factor analysis, were conducted to ensure the questionnaire's validity and reliability. The study targeted the student population of the University of Isfahan and Isfahan University of Medical Sciences during the academic year of 2023–2024. By developing and validating a culturally adapted instrument, this research contributed to a more comprehensive and accurate assessment of the students' lived experiences of critical thinking, ultimately enhancing educational strategies tailored to their needs. Materials & MethodsThis article presented findings from a research study conducted using a mixed-methods approach with a sequential exploratory (qualitative followed by quantitative) design. In the quantitative phase, the research methodology was applied characterized by descriptive, non-experimental data collection methods. Data analysis involved correlation and factor analysis techniques. The statistical population for this study comprised all students at the University of Isfahan and Isfahan University of Medical Sciences during the academic year of 1402-1403, totaling approximately 26,000 individuals. The information about this population was organized by university, faculty, academic level, and gender. Statistical methods were employed at the two descriptive and inferential levels. Descriptive statistics included indices of central tendency and dispersion, such as mean and standard deviation, along with absolute and relative distributions of the studied students. The majority of statistical analyses were conducted at the inferential level. This included the use of correlation coefficients and their significance, exploratory factor analysis to extract latent factors from the developed research items (involving estimation of factor loadings and their significance, evaluation of eigenvalues based on the Kaiser criterion, and creation of scree plots), as well as confirmatory factor analysis to test the hierarchical structure of the final factor model, including the potential for second-order factors. Data-driven Structural Equation Modeling (SEM) with the Partial Least Squares (PLS) approach (PLS-SEM) was also utilized. To assess the validity and reliability of the factor measurements, Cronbach's alpha coefficients, composite reliability coefficients, and the Fornell-Larcker matrix were employed. Discussion of Results & ConclusionThe analyses conducted revealed that the factorial structure of the designed instrument initially comprised 12 factors, which were subsequently refined to 7 final factors. This reduction was achieved by eliminating factors with lower loadings or insufficient explanatory power in accounting for data variance. The final seven factors, encompassing 37 items, were as follows: honorable and responsible existence, organizational destructiveness, thinking beyond, conservative organization, multiple encounters, cost-reward duality, and uncritical authority. The findings of this study indicated a strong connection between critical thinking and an honorable and responsible way of living, where critical thinking was closely intertwined with ethical and professional behaviors. Students demonstrating higher levels of critical thinking were generally more attuned to their surroundings and inclined toward ethical conduct. The factor of "multiple encounters" suggested that personal development was enhanced by strengthening critical thinking; however, if the organizational culture of the university did not promote openness and honesty, it might impede this growth. The factor of "organizational destructiveness" highlighted structural, cultural, and social barriers that restricted students' engagement in critical thinking. Additionally, mandatory and prescriptive curricula significantly limited the capacity for critical thinking. The factor of "cost-reward duality" illustrated the challenges and contradictions students encountered when exercising critical thinking. In many instances, the exercising critical thinking at the university entailed social, psychological, or even academic costs. Nevertheless, some students with robust critical thinking skills exhibited greater resilience in facing crises and challenges, embracing critical thinking as a guiding principle, which enhanced their satisfaction and enthusiasm. Two newly identified factors—conservative organization and uncritical authority—underscored the importance of cultural and social influences in shaping the students' critical thinking. The statistical analyses demonstrated strong and significant correlations among the various dimensions of critical thinking, reinforcing confidence in the instrument's validity and reliability. Given that this scale effectively assessed diverse aspects of critical thinking, it could also be employed to evaluate critical thinking in other academic contexts. Ultimately, the findings of this study could aid educational administrators and policymakers in designing academic programs and policies that fostered environments conducive to the effective development of critical thinking. It is recommended that educational settings be structured to encourage critical thinking and intellectual independence among students. Universities can play a pivotal role in enhancing students' critical thinking skills by creating open spaces for discussion and debate, thereby promoting an active and engaged learning culture.
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