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: | ; ; |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Springer Science + Business Media B. V
2015
|
| 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) |
MARC
| LEADER | 00000caa a22000002 4500 | ||
|---|---|---|---|
| 001 | 1785653873 | ||
| 003 | DE-627 | ||
| 005 | 20230331053503.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 220112s2015 xx |||||o 00| ||eng c | ||
| 024 | 7 | |a 10.1007/s10551-014-2084-0 |2 doi | |
| 035 | |a (DE-627)1785653873 | ||
| 035 | |a (DE-599)KXP1785653873 | ||
| 035 | |a (DE-He213)s10551-014-2084-0-e | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rda | ||
| 041 | |a eng | ||
| 084 | |a 1 |2 ssgn | ||
| 100 | 1 | |a Howard, Larry W. |e VerfasserIn |4 aut | |
| 245 | 1 | 0 | |a Teaching Critical Thinking Skills: Ability, Motivation, Intervention, and the Pygmalion Effect |
| 264 | 1 | |c 2015 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a Computermedien |b c |2 rdamedia | ||
| 338 | |a Online-Ressource |b cr |2 rdacarrier | ||
| 520 | |a 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. | ||
| 601 | |a Intervention | ||
| 601 | |a Pygmalion | ||
| 650 | 4 | |a Priming effect | |
| 650 | 4 | |a Self-fulfilling prophesy | |
| 650 | 4 | |a Race | |
| 650 | 4 | |a Motivation | |
| 650 | 4 | |a Ability | |
| 650 | 4 | |a critical thinking skills | |
| 700 | 1 | |a Tang, Thomas Li-Ping |e VerfasserIn |4 aut | |
| 700 | 1 | |a Jill Austin, M. |e VerfasserIn |4 aut | |
| 773 | 0 | 8 | |i Enthalten in |t Journal of business ethics |d Dordrecht [u.a.] : Springer Science + Business Media B.V, 1982 |g 128(2015), 1, Seite 133-147 |h Online-Ressource |w (DE-627)270937129 |w (DE-600)1478688-6 |w (DE-576)121465284 |x 1573-0697 |7 nnns |
| 773 | 1 | 8 | |g volume:128 |g year:2015 |g number:1 |g pages:133-147 |
| 856 | |3 Volltext |u http://www.jstor.org/stable/24702858 |x JSTOR | ||
| 856 | 4 | 0 | |u https://doi.org/10.1007/s10551-014-2084-0 |x Resolving-System |z lizenzpflichtig |3 Volltext |
| 935 | |a mteo | ||
| 936 | u | w | |d 128 |j 2015 |e 1 |h 133-147 |
| 951 | |a AR | ||
| ELC | |a 1 | ||
| ITA | |a 1 |t 1 | ||
| LOK | |0 000 xxxxxcx a22 zn 4500 | ||
| LOK | |0 001 4033712763 | ||
| LOK | |0 003 DE-627 | ||
| LOK | |0 004 1785653873 | ||
| LOK | |0 005 20220112043823 | ||
| LOK | |0 008 220112||||||||||||||||ger||||||| | ||
| LOK | |0 035 |a (DE-Tue135)IxTheo#2021-12-30#D3B8AEF24EB3EB0531836CA593C3375E00F8768F | ||
| LOK | |0 040 |a DE-Tue135 |c DE-627 |d DE-Tue135 | ||
| LOK | |0 092 |o n | ||
| LOK | |0 852 |a DE-Tue135 | ||
| LOK | |0 852 1 |9 00 | ||
| LOK | |0 866 |x JSTOR#http://www.jstor.org/stable/24702858 | ||
| LOK | |0 935 |a ixzs |a ixrk |a zota | ||
| ORI | |a SA-MARC-ixtheoa001.raw | ||
| STA | 0 | 0 | |a Motivation |
| STB | 0 | 0 | |a Motivation |
| STC | 0 | 0 | |a Motivación |
| STD | 0 | 0 | |a Motivazione |
| STE | 0 | 0 | |a 动力,动机,诱因 |
| STF | 0 | 0 | |a 動力,動機,誘因 |
| STG | 0 | 0 | |a Motivação |
| STH | 0 | 0 | |a Мотивация |
| STI | 0 | 0 | |a Κίνητρο |
| SYE | 0 | 0 | |a Motiv,Verhalten,Verhaltensmotivation,Selbstmotivation,Selbstmotivierung |