Exploring the effects of classroom learning environment on critical thinking skills and disposition: A study of Hong Kong 12th graders in liberal studies

Research output: Contribution to journalArticle

Abstract

This study explored the effects of the classroom learning environment of a Liberal Studies course on the critical thinking skills and disposition of 3,869 Grade 12 students in Hong Kong. Through combining both exploratory and confirmatory factor analyses, a two-level model of the classroom learning environment for critical thinking with seven dimensions (i.e., Student Negotiation, Challenging Task, Multiple Perspectives, Shared Control, Skeptical Voice, Uncertainty and Personal Relevance) at the first level and three broader aspects (i.e., Pedagogy, Relationship and Content) at the second was generated. The correlation and structural equation modelling analyses indicated that the classroom learning environment had a stronger relationship with critical thinking disposition than skills. Structural equation modelling analysis also indicated a mediation effect of critical thinking disposition between the classroom learning environment and critical thinking skills. It is suggested that different approaches be combined so as to achieve a balanced development of students’ critical thinking skills and disposition. Copyright © 2017 Elsevier B.V.
Original languageEnglish
Pages (from-to)152-163
JournalThinking Skills and Creativity
Volume24
Early online dateMar 2017
DOIs
Publication statusPublished - Jun 2017

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disposition
Hong Kong
learning environment
classroom
student
mediation
school grade
uncertainty

Citation

Cheng, M. H. M., & Wan, Z. H. (2017). Exploring the effects of classroom learning environment on critical thinking skills and disposition: A study of Hong Kong 12th graders in liberal studies. Thinking Skills and Creativity, 24, 152-163.

Keywords

  • Classroom learning environment
  • Critical thinking skills
  • Critical thinking disposition
  • Liberal Studies
  • Hong Kong secondary students