Critical Thinking and Effective Personality in the Framework of Education for Sustainable Development
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Title: | Critical Thinking and Effective Personality in the Framework of Education for Sustainable Development |
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Authors: | Merma-Molina, Gladys | Gavilan-Martin, Diego | Baena-Morales, Salvador | Urrea-Solano, Mayra |
Research Group/s: | Grupo de Investigación Interdisciplinar en Docencia Universitaria - Educación y Tecnologías de la Información y Comunicación/Educación Inclusiva (GIDU-EDUTIC/IN) | Innovation in Physical Education and Physical Activity and Sport (EDUCAPHYS) |
Center, Department or Service: | Universidad de Alicante. Departamento de Didáctica General y Didácticas Específicas |
Keywords: | Education for sustainable development | Self-esteem | Critical thinking | Personal traits | School |
Knowledge Area: | Teoría e Historia de la Educación | Didáctica de la Expresión Corporal | Didáctica y Organización Escolar |
Issue Date: | 5-Jan-2022 |
Publisher: | MDPI |
Citation: | Merma-Molina G, Gavilán-Martín D, Baena-Morales S, Urrea-Solano M. Critical Thinking and Effective Personality in the Framework of Education for Sustainable Development. Education Sciences. 2022; 12(1):28. https://doi.org/10.3390/educsci12010028 |
Abstract: | According to UNESCO, critical thinking (CT) is a strategic skill for the 21st century, as it is associated with attitudes of personal and social change and improvement. Based on this, the objectives of this study were (1) to find out the possible relationships between CT and effective personality (EP) and (2) to determine the extent to which EP predicts the development of CT in children and adolescents. The research approach was quantitative, correlational and predictive. The sample consisted of 562 Spanish students. The measurement instruments were: (1) the Critical Thinking Disposition Inventory and (2) the Efficacy Personality Questionnaire. The main findings showed that there is a positive relationship between EP and CT, with the traits “being enthusiastic”, “developing positive self-esteem” and “having self-confidence” correlating most strongly with CT. The regression analysis shows that EP influences the development of students’ CT. There were no significant differences according to sex, and Primary Education students obtained higher CT scores. It is concluded that the better the promotion of EP, the greater the CT development will be. This suggests the need to design educational programmes for the improvement of EP, especially in adolescents. |
Sponsor: | This research was financed by the University of Alicante and the Generalitat Valenciana (Spain) in the framework of the project “Design and implementation of University Master’s Programmes and Postgraduate Courses on Sustainable Development Goals: Education, Equality and Inclusion” (RES. CUD-10-2020). |
URI: | http://hdl.handle.net/10045/120770 |
ISSN: | 2227-7102 |
DOI: | 10.3390/educsci12010028 |
Language: | eng |
Type: | info:eu-repo/semantics/article |
Rights: | © 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). |
Peer Review: | si |
Publisher version: | https://doi.org/10.3390/educsci12010028 |
Appears in Collections: | INV - GIDU-EDUTIC/IN - Artículos de Revistas INV - EDUCAPHYS - Artículos de Revistas INV - PEAK - Artículos de Revistas |
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