Actively Open-Minded Thinking, Personality and Critical Thinking in Spanish Adolescents: A Correlational and Predictive Study
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Title: | Actively Open-Minded Thinking, Personality and Critical Thinking in Spanish Adolescents: A Correlational and Predictive Study |
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Authors: | Merma-Molina, Gladys | Gavilan-Martin, Diego | 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) |
Center, Department or Service: | Universidad de Alicante. Departamento de Didáctica General y Didácticas Específicas |
Keywords: | Actively open-minded thinking | Critical thinking | Personality | Secondary education | Adolescence |
Knowledge Area: | Teoría e Historia de la Educación | Didáctica y Organización Escolar |
Issue Date: | 11-Feb-2022 |
Publisher: | Gate Association for Teaching and Education (GATE) |
Citation: | International Journal of Instruction. 2022, 15(2): 579-600 |
Abstract: | Actively open-minded thinking (AOT) is a crucial aspect in the education of adolescents; however, it has been insufficiently researched in the Spanish context. The purpose of this study is to analyse AOT and its relationship to critical thinking skills and personality. The participants in this research comprise 877 Spanish secondary school students. The study design is multidisciplinary, correlational and predictive. The findings show that personality traits, especially honesty, empathy and solidarity, and critical thinking skills, the development of new knowledge, analytical skills, and not learning by memory, are directly related to AOT. Actively open-minded thinking is the synapse of critical thinking because it allows for the achievement of objectives, reflection on and/or consideration of alternatives before making decisions. It is concluded that AOT is significantly related to the projection and value of critical thinking skills. Personality traits as well as identified competences can be used to integrate specific skills of both kinds of thinking into the educational curriculum. |
URI: | http://hdl.handle.net/10045/121654 |
ISSN: | 1694-609X (Print) | 1308-1470 (Online) |
Language: | eng |
Type: | info:eu-repo/semantics/article |
Rights: | Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0) |
Peer Review: | si |
Publisher version: | https://www.e-iji.net/ |
Appears in Collections: | INV - GIDU-EDUTIC/IN - Artículos de Revistas |
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