Teaching Critical Thinking Skills: Ability, Motivation, Intervention, and the Pygmalion Effect
Using a Solomon four-group design, we investigate the effect of a case-based critical thinking intervention on students’ critical thinking skills (CTA). We randomly assign 31 sessions of business classes (N = 659 students) to four groups and collect data from three sources: in-class performance (CTA...
| Authors: | ; ; |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Springer Science + Business Media B. V
2015
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| In: |
Journal of business ethics
Year: 2015, Volume: 128, Issue: 1, Pages: 133-147 |
| Further subjects: | B
Ability
B critical thinking skills B Motivation B Priming effect B Race B Self-fulfilling prophesy |
| Online Access: |
Volltext (JSTOR) Volltext (lizenzpflichtig) |
| Summary: | Using a Solomon four-group design, we investigate the effect of a case-based critical thinking intervention on students’ critical thinking skills (CTA). We randomly assign 31 sessions of business classes (N = 659 students) to four groups and collect data from three sources: in-class performance (CTA), university records (ACT, GPA, and demographic variables), and Internet surveys (learning and motivational goals). Our 2 × 2 ANOVA results showed no significant between-subjects differences. Contrary to our expectations, students improve their critical thinking skills, with or without the intervention. Female and Caucasian students improve their critical thinking skills, but males and non-Caucasian do not. Positive performance goals and negative mastery goals enhance and decrease improvements of their CTA scores, respectively. ACT and age are related to pre- and post-test. Gender (male) is related to pre-test. GPA is related to post-test. Results shed light on the Pygmalion effect, the Galatea effect, ability, motivation, and opportunity as signals for human capital, and business ethics. |
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| ISSN: | 1573-0697 |
| Contains: | Enthalten in: Journal of business ethics
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| Persistent identifiers: | DOI: 10.1007/s10551-014-2084-0 |