Critical Thinking and Effective Personality in the Framework of Education for Sustainable Development

Please use this identifier to cite or link to this item: http://hdl.handle.net/10045/120770
Información del item - Informació de l'item - Item information
Title: Critical Thinking and Effective Personality in the Framework of Education for Sustainable Development
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

Files in This Item:
Files in This Item:
File Description SizeFormat 
ThumbnailMerma-Molina_etal_2022_EducSci.pdf1,44 MBAdobe PDFOpen Preview


This item is licensed under a Creative Commons License Creative Commons