Identificación de Perfiles de Pensamiento Crítico entre el Estudiantado Universitario Español: un Análisis de Conglomerados con el Método K-Medias.
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| Title: | Identificación de Perfiles de Pensamiento Crítico entre el Estudiantado Universitario Español: un Análisis de Conglomerados con el Método K-Medias. |
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| Alternate Title: | Identifying Critical Thinking Profiles Among Spanish University Students: A Cluster Analysis with the K-Means Method. Identificação de perfis de pensamento crítico entre estudantes universitários espanhóis: uma análise de conglomerados com o Método K-Medias. |
| Authors: | Vendrell-Morancho, Mireia1 mvendrel@ucm.es, Rodríguez-Mantilla, Jesús Miguel1 jesusmro@ucm.es, Fernández-Díaz, Maria José1 mjfdiaz@ucm.es |
| Source: | RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa. 2024, Vol. 30 Issue 2, p1-30. 30p. |
| Subject Terms: | *Student records, *College students, *Academic achievement, *Critical thinking, Cluster analysis (Statistics), Sociodemographic factors |
| Abstract (English): | This study aims to evaluate the level of critical thinking among Spanish university students to identify distinct profiles through cluster analysis using the K-means method. To achieve this, a validated Likert-scale instrument with closed-ended questions was employed, developed based on solid theoretical foundations, expert evaluations, and a pilot study. The instrument demonstrated excellent reliability, both overall (α=0.86) and across dimensions (α=0.81 and 0.76). Moreover, the sample comprised 5,238 university students representing a range of academic disciplines and educational contexts. The findings show that Spanish university students generally display high critical thinking skills. However, significant differences were observed across sociodemographic factors, including gender, age, year of study, academic discipline, institutional type, and autonomous community. Furthermore, a positive correlation was identified between critical thinking and academic performance, as measured by students' academic record grades. Cluster analysis further identified three distinct profiles of critical thinking: high, moderately high, and medium, with distribution patterns influenced by the analysed variables. These results emphasise the importance for tailored educational programmes to strengthen critical thinking skills in Spanish universities. In this context, the study provides practical pedagogical insights and offers suggestions for further research in this area. While acknowledging its limitations, this research contributes to a deeper understanding of critical thinking competence and provides a solid foundation for designing educational interventions aimed at its improvement. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Este estudio tiene como objetivo evaluar el nivel de pensamiento crítico en el estudiantado universitario español para identificar diferentes perfiles mediante el análisis de conglomerados con el método K-medias. Para ello, se utilizó un instrumento validado de preguntas cerradas tipo Likert, diseñado a partir de fundamentos teóricos sólidos, la evaluación de expertos y un estudio piloto, que mostró una excelente fiabilidad global (α=0,86) y por dimensiones (α=0,81 y 0,76). La muestra incluyó a 5.238 estudiantes universitarios/as de diversas áreas y contextos educativos. Los resultados indican que, en general, el estudiantado universitario español muestra un nivel alto de habilidades en pensamiento crítico, aunque existen diferencias significativas asociadas a factores sociodemográficos como género, edad, año de estudio, área de estudio, propiedad institucional y Comunidad Autónoma. Además, se identificó una correlación positiva entre el pensamiento crítico y el rendimiento académico medido por las calificaciones del expediente. A través del análisis de conglomerados, se identificaron tres perfiles distintivos: alto, medianamente alto y medio en habilidades de pensamiento crítico, con una distribución influenciada por las variables analizadas. Estos resultados subrayan la importancia de diseñar programas educativos adaptados para fortalecer el pensamiento crítico en el contexto universitario español. Asimismo, el estudio ofrece implicaciones pedagógicas y orientaciones para futuras investigaciones en este ámbito. A pesar de sus limitaciones, esta investigación amplía nuestra comprensión sobre la competencia en pensamiento crítico y proporciona una base fundamentada para el desarrollo de intervenciones educativas dirigidas a su mejora. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | O objetivo deste estudo é avaliar o nível de pensamento crítico nos estudantes universitários espanhóis, a fim de identificar diferentes perfis através da análise de conglomerados com o método K-medias. Para isso, foi utilizado um instrumento validado de perguntas fechadas tipo Likert, concebido com base em fundamentos teóricos sólidos, na avaliação de peritos e num estudo-piloto, que mostrou uma excelente fiabilidade global (α=0,86) e por dimensões (α=0,81 e 0,76). A amostra incluiu 5238 estudantes universitários de diversas áreas e contextos educativos. Os resultados indicam que, em geral, os estudantes universitários espanhóis apresentam um elevado nível de competências de pensamento crítico, embora existem variações significativas associadas a fatores sociodemográficos, tais como género, idade, ano de estudo, área de estudo, propriedade institucional e Comunidade Autónoma. Além disso, foi identificada uma correlação positiva entre o pensamento crítico e o desempenho académico, medido pelas qualificações do processo. Através da análise de conglomerados, foram identificados três perfis distintos: alto, médio-alto e médio em competências de pensamento crítico, com uma distribuição influenciada pelas variáveis analisadas. Estes resultados sublinham a importância de conceber programas educativos adaptados para reforçar o pensamento crítico no contexto universitário espanhol. O estudo oferece também implicações pedagógicas e orientações para investigações futuras nesta área. Apesar das suas limitações, esta investigação alarga a nossa compreensão sobre a competência de pensamento crítico e proporciona uma base fundamentada para o desenvolvimento de intervenções educativas destinadas a melhorá-la. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | This study aims to evaluate the level of critical thinking among Spanish university students to identify distinct profiles through cluster analysis using the K-means method. To achieve this, a validated Likert-scale instrument with closed-ended questions was employed, developed based on solid theoretical foundations, expert evaluations, and a pilot study. The instrument demonstrated excellent reliability, both overall (α=0.86) and across dimensions (α=0.81 and 0.76). Moreover, the sample comprised 5,238 university students representing a range of academic disciplines and educational contexts. The findings show that Spanish university students generally display high critical thinking skills. However, significant differences were observed across sociodemographic factors, including gender, age, year of study, academic discipline, institutional type, and autonomous community. Furthermore, a positive correlation was identified between critical thinking and academic performance, as measured by students' academic record grades. Cluster analysis further identified three distinct profiles of critical thinking: high, moderately high, and medium, with distribution patterns influenced by the analysed variables. These results emphasise the importance for tailored educational programmes to strengthen critical thinking skills in Spanish universities. In this context, the study provides practical pedagogical insights and offers suggestions for further research in this area. While acknowledging its limitations, this research contributes to a deeper understanding of critical thinking competence and provides a solid foundation for designing educational interventions aimed at its improvement. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 11344032 |
| DOI: | 10.30827/relieve.v30i2.28208 |
