Journal of Educational Innovation Research 2017, Vol. 27, No. 3, pp DOI: * A Study on the Re

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1 Journal of Educational Innovation Research 2017, Vol. 27, No. 3, pp DOI: * A Study on the Relationship between College students Critical Thinking Skills and Dispositions and the Generalizability by students characteristics Purpose: This study was to analyze the relationships of critical thinking skills and disposition to think critically of college students. In addition, this study tried to determine whether there are differences depending on the students characteristics. Method: The sample was 231 students from A universities who were participated in both diagnoses. To solve the research problems, this study employed confirmatory factor analysis and multiple group analysis. Results: The result did not show statistically significant relationship between critical thinking skills and disposition of college students. Additionally, these relationships can be generalized by students characteristics. However, relationships of some of the sub constructs in 4 grade were statistically significant. Conclusion: The relationship of the sub constructs by critical thinking skills and disposition may result in the adjustment effects of the school year. Therefore, school year should be considered when developing a program that can be promoted both the critical thinking skills and disposition of college students. Key words : critical thinking disposition, critical thinking skills, student characteristics * 3 K-CESA. Corresponding Author: Park, Ji Hoe. Sungkyunkwan University, Dept. of Education, Sungkyunkwan-ro, Joungno-gu, Seoul, Korea, jihoe27@naver.com

2 .,,, OECD (AHELO: Assessment of higher education learning outcomes, AHELO) (, 2015;,,, 2011;,,, 2013).,. OECD AHELO. AHELO (generic skills),,,. OECD,, (Nusche, 2007) ,,...(, 2005; Pascarella & Terenzini, 2005)., (,, 2006;, 2006; Facione, 1990)., ( ) ( ). (ability or skills) (disposition) (, 2011).. (, 2009;,, 2015;,,,, 2009; Facione, Facione, & Sanchez, 1994; Profetto-McGrath, 2003) (,

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10 . (62 ), (1 ), (24 ) < III-1>. 1, 2. 2 (%) 1 (%) (%) 231 (100) 744 (100) (100) (54.1) (45.9) (44.9) (55.1) (55.0) (45.0) (18.6) (50.2) (31.2) (27.2) (31.3) (41.5) (30.0) (30.9) (39.1) 1) ( ) (53.2) (46.8) (66.2) (33.8) (68.9) (31.1),,, (2015),,, (2015),,, (2015a, 2015b) A (self-reported)., 2, K-CESA. K-CESA,. K-CESA 4 (4 45 ). 1) 비판적사고성향 1) < 1>.

11 ,.,,,,,, (,,,, 2015b). < III-2>. 9, 9, 7, 5 5 ( 1 ~ 5 ).. (,,, 2015a, 2015b). 3.56~4.28,.667~ ( ).667. ( ).487~.660,.509~.673,.616~.734,.669~.701. Cronbach s α.778( :.781),.781( :.788),.775( :.775),.732( :.733) ( :.924). 2) 비판적사고기능 (ability or skills),,,. K-CESA (higher-order thinking skills) (, 2011). K-CESA Cronbach s α.954 2).,,,,,, 2).

12 . A / ( )/ / ( ) / / / ( ) / / (acknowledging alternative explanations/viewpoints), / / /, / / K-CESA (analysis and synthesis (drawing conclusions) of evidence),,, ( ) / / (evaluation of evidence),, IBM SPSS Statistics 24.0 AMOS ,,,.

13 I. 1) 연구모형의타당도. (n=231) (Bollen, 1989), RMSEA.05,.10 (Hu & Bentler, 1999; Kline, 2005), TLI CFI.9.. TLI CFI SRMR RMSEA (LO90~HI90).058 (.017~.093).5 (convergent validity).. (AVE: average variance extracted).7. : : : :

14 ( ) ) 연구모형의교차타당도,,,.,,,. 3),.. Model Measurement weights Structural covariances Measurement residuals ) 3.19, , ( ) 3.19 ( ) ( ) 3.62 ( )

(n=231). Measuremet weights,, Structural covariances, < IV-4>.., 4 (-.037, p<.05) (.028, p<.05). 2 3 4.137.034.069.069.069.072.072.072.097 -.005 -.158 -.131.042 -.080 -.131 -.085 -.

15 (n=231). Measuremet weights,, Structural covariances, < IV-4>.., 4 (-.037, p<.05) (.028, p<.05) ** ** ** <.05

16 .,,,,. 2 A 2~4 A K-CESA. 231., (multiple group analysis),. (2006),, (2005). 4,. 4,. (2009).. (,, 2015), (, 2009), (,, 2006;,,, 2005).., (, 2006; Pascarella & Terenzini, 2005) (,, 2015). (, 2008)...

17 4..,, (,,,,, 2012), (McCabe, Roediger, McDaniel, Balota, & Hambrick, 2010).... (, 2009). (2009).,,....,,, (,, 2011;,,, 2010).,. K-CESA,...,

18 ,.,.,.,,.,.,,., (2006).. (3), 1-25.,,,,, (2009). (09-R19-3). :.,,,, (2002). (RRE, 3). :. (2006).. (1), , (2007). Rasch K. (2), , (2013).. (4), (2011). H. Siegel (2010).,. (2), (2015). -AHELO. (3), ,, (2005).. (2),

19 ,, (2015a). :.,, (2015b). :., (2015).. (6), ,,, (2011). (LCT-CMB). (4), , (2011).. (1), , (2009).. (2), (2013) ,,,, (2012).. (2), ,,,, (2015). :.,,, (2015). :.,, (2016).. (10), ,,, (2011).. (5), ,,, (2009). :., (2012) (2007). ( ). :.,, (2011).. (4), ,, (2013). (V, RR ). :.

20 (2008) (2016). :.,,,, (1991). ( RR 91-18). :. (2013).. (2), (2005).. (2), Bloom, B., Englehart, M., Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans, Green. Facione, N. C., Facione, P. A., & Sanchez, C. A. (1994). Critical thinking disposition as a measure of competent clinical judgment: The development of the California Critical Thinking Disposition Inventory. Journal of Nursing Education, 33(8), Facione, P. A. (1990). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. Millbrae, CA: California Academic. Facione, P. A., Sanchez, C. A., Facione, N., & Gainen, J. (1995). The disposition toward critical thinking. The Journal of General Education, 44, Farley, M. J. & Elmore, P. B. (1992). The relationship of reading comprehension to critical thinking skills, cognitive ability, and vocabulary for a sample of underachieving college freshmen. Educational and Psychological Measurement, 52(4), McCabe, D. P., Roediger, H. L., McDaniel, M. A., Balota, D. A., & Hambrick, D. Z. (2010). The Relationship Between Working Memory Capacity and Executive Functioning: Evidence for a Common Executive Attention Construct. Neuropsychology, 24(2), McMillan, J. H. (1987). Enhancing college students' critical thinking: A review of studies. Research in higher education, 26(1), Nusche (2007). Assessment of learning outcomes in higher education: A comparative review of selected practices. Paris: OECD Publications. Pascarella, E. T., & Terenzini, P. (2005). How college affects students(vol. 2): A third dacade of research. San Francisco: Jossey-Bass. Paul, R. W. (1982). Teaching critical thinking in the strong sense: A focus on self-deception, world views, and a dialectical mode of analysis. Informal. Logic Newsletter, 4(2), 2-7. Piirto, J. (1992). Understanding those who creat. Temp, AZ: Gifted Psychology Press.

21 Profetto-McGrath, J. (2003). The relationship of critical thinking skills and critical thinking dispositions of baccalaureate nursing students. Journal of advanced nursing, 43(6), Rodzalan, S. A., & Saat, M. M. (2015). The Perception of Critical Thinking and Problem Solving Skill among Malaysian Undergraduate Students. Procedia: social and Behavioral Sciences, 172, doi: /j.sbspro Ruggiero, V. R. (1984). The art of thinking: A guide to critical and creative thought. New York, N.Y: Harper & Row. Shaizatul, A. R., & Maisarah, M. S. (2015). The Perception of Critical Thinking and Problem Solving Skill among Malaysian Undergraduate Students [Electronic version]. Procedia-Procedia-Social and Behavioral Sciences, 172, Siegel, H. (1991). The generalizability of critical thinking. Educational Philosophy and Theory, 23(1), Swartz, R. J., & Perkins, D. N. (1990). Teaching Thinking: Issues and Approaches. Revised Edition. The Practitioners' Guide to Teaching Thinking Series. Midwest Publications, Critical Thinking Press and Software, PO Box 448, Pacific Grove, CA ; tele. Terenzini, P. T., Springer, L., Pascarella, E. T., & Nora, A. (1995). Influences affecting the development of students' critical thinking skills. Research in higher education, 36(1), The American Philosophical Association (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction(the Delphi Report). ERICDocument No. ED Urban, K. K. (1995). Component model of Creativity. A paper presented at the 11th World Conference on the Gifted and Talented, July 29-Aug.4, HongKong. Wilson, K. D. (1989). Predictors of proficiency in critical thinking for college freshmen. Unpublished doctoral dissertation, Montana State University, Bozeman, MT. : / : / :

22 : (,,, ). : A 2~4 A, K-CESA. 231., (multiple group analysis). :., 4. :.

Journal of Educational Innovation Research 2018, Vol. 28, No. 1, pp DOI: * An Analysis of Diffe

Journal of Educational Innovation Research 2018, Vol. 28, No. 1, pp.55-76 DOI: http://dx.doi.org/10.21024/pnuedi.28.1.201803.55 * An Analysis of Differences and Influencing Factors of College Students'