Does University Attendance Affect Students' Critical and Creative Thinking Skills? A Longitudinal Research with Pre-Service Teaching and Psychology Undergraduates

Autor/inn/en	Silva, Helena; Lopes, José; Cruz, Gonçalo; Dominguez, Caroline; Morais, Eva
Titel	Does University Attendance Affect Students' Critical and Creative Thinking Skills? A Longitudinal Research with Pre-Service Teaching and Psychology Undergraduates
Quelle	In: Higher Education Research and Development, 42 (2023) 2, S.442-452 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Silva, Helena) ORCID (Lopes, José) ORCID (Cruz, Gonçalo) ORCID (Dominguez, Caroline) ORCID (Morais, Eva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2022.2057448
Schlagwörter	Preservice Teachers; Psychology; Undergraduate Students; College Attendance; Critical Thinking; Thinking Skills; Creative Thinking; Foreign Countries; Teacher Education; Time Factors (Learning); Portugal + Suchen Sie Ihr Suchwort? Psychologie; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Kritisches Denken; Denkfähigkeit; Kreatives Denken; Ausland; Lehrerausbildung; Lehrerbildung
Abstract	While there is a strong consensus on the importance of Critical and Creative Thinking (CCT) skills for the rise of participatory citizens and work-ready professionals, the extent to which university attendance by itself supports their development and acquisition remains controversial. This research presents a cohort, longitudinal follow-up study aimed at investigating the impact of university attendance by itself on the CCT skills development of 41 higher education students from two, 3-year Bachelor's programmes at a northeastern Portuguese university, namely Pre-Service Teaching and Psychology. Using Lopes et al.'s Critical and Creative Thinking Test, an open-access CCT assessment instrument validated for the Portuguese higher education population, data were collected at the beginning of the first and of the third academic years: 2016-2017 and 2018-2019, respectively. Non statistically significant differences were found for both cohorts, suggesting that the domain-specific training of these study programmes per se are not a sufficient condition to enhance students' domain-general CCT skills. Therefore, further research is still needed to better identify the moderating variables influencing the development of students' CCT skills during their attendance in undergraduate higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01