The impact of pre-service teachers’ dispositional mindfulness on their critical thinking dispositions

Ming CHEN

Research output: Other contributionHonours Projects (HP)

Abstract

The present study examined the impact of pre-service teachers’ dispositional mindfulness on their levels of critical thinking dispositions. A total of 72 Hong Kong preservice teachers participated in the research by responding to questions concerning their levels of dispositional mindfulness and critical thinking dispositions. Results of hierarchical regression analysis indicated mindful attention and awareness was specifically associated with problem-solving and decision making in critical thinking dispositions; secondly, mindful acceptance may predict less cognitive bias and greater cognitive openness, which are emphasized in critical thinking dispositions; lastly, dispositional mindfulness displayed insignificant relationship with intellectual curiosity, a third element in critical thinking dispositions. No significant gender difference was observed neither in pre-service teachers’ level of dispositional mindfulness nor that of critical thinking dispositions. Findings enriched the understanding of the roles of dispositional mindfulness in predicting pre-service teachers’ critical thinking dispositions.
Original languageEnglish
Publication statusPublished - 2019

Keywords

  • Dispositional mindfulness
  • Critical thinking dispositions
  • Pre-service teachers
  • Gender
  • Alt. title: Critical thinking and dispositional mindfulness
  • Alt. title: 準教師正念傾向水平對批判性思考傾向水平的影響
  • Honours Project (HP)
  • Bachelor of Education (Honours) (Primary) – General Studies and Mathematics (Five-year Full-time)
  • Programme code: A5B058
  • Course code: PSY4041

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