Motives for using critical thinking skills among gifted and non-gifted adolescent students
DOI:
https://doi.org/10.21533/pen.v12.i2.41Abstract
This study aimed to identify the motives for using critical thinking skills among gifted and non-gifted students. A measure of motivation for using critical thinking skills prepared by Valenzuela & et al., 2011 was used, which includes two dimensions: motivation for use based on expectation and value. The results showed that the level of motives for using critical thinking skills among gifted students was high, while the level was medium among non-gifted students. The results also indicated that there were statistically significant differences in the dimension of expectation and the total degree of the motives of use due to gender in favor of male students. The study also found statistically significant differences in the dimensions (expectation, value) and the total score of the motives of use due to the classification of students (gifted or non-gifted) in favor of gifted students. The study recommended teachers and curriculum developers to find strategies and activities that would raise the level of motivation for critical thinking among non-gifted and female students.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
