View in EDS HTML Full Text PDF Full Text

Effects of critical thinking instruction on Chinese college students with varying baseline critical thinking abilities: A quasi‐experimental study.

Saved in:
Bibliographic Details
Title: Effects of critical thinking instruction on Chinese college students with varying baseline critical thinking abilities: A quasi‐experimental study.
Authors: Song, Qiongjiang (AUTHOR), Liu, Yuhan (AUTHOR), Zhang, Qinggen (AUTHOR)
Source: British Educational Research Journal. Jun2025, Vol. 51 Issue 3, p1445-1468. 24p.
Subjects: Chinese-speaking students, College students, Higher education, Experimental groups, Control groups, Critical thinking
Geographic Terms: China
Abstract: This study aimed to contribute to the substantial body of research on critical thinking (CT) interventions by determining whether the effectiveness of two CT interventions (generic and infusion) varied according to students' baseline CT levels. Using a quasi‐experimental design, we collected data from two universities, with 167 participants from University A and 76 from University B. Students' CT skills were measured before and after the interventions using the National Assessment of Collegiate Capacity (NACC) CT assessment. The analysis employed paired t‐tests to evaluate within‐group changes and independent t‐tests with moderation analysis to compare CT gains between experimental and control groups across different baseline CT performance levels. Results showed that infusion CT interventions, rather than generic CT interventions, had a beneficial effect on these students' CT. Notably, the effectiveness of these interventions depended on students' baseline level of CT skills, suggesting that, while CT interventions may not result in substantial improvements for students with high and low baseline levels of CT skills, those with moderate levels can benefit significantly from these interventions. This study contributes to research on the effectiveness of embedding CT within course contents and differentiation based on baseline skills in maximising the impact of CT interventions within an educational context. [ABSTRACT FROM AUTHOR]
Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 186252688
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Effects of critical thinking instruction on Chinese college students with varying baseline critical thinking abilities: A quasi‐experimental study.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Song%2C+Qiongjiang%22">Song, Qiongjiang</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Liu%2C+Yuhan%22">Liu, Yuhan</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Zhang%2C+Qinggen%22">Zhang, Qinggen</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22British+Educational+Research+Journal%22">British Educational Research Journal</searchLink>. Jun2025, Vol. 51 Issue 3, p1445-1468. 24p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Chinese-speaking+students%22">Chinese-speaking students</searchLink><br /><searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Experimental+groups%22">Experimental groups</searchLink><br /><searchLink fieldCode="DE" term="%22Control+groups%22">Control groups</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study aimed to contribute to the substantial body of research on critical thinking (CT) interventions by determining whether the effectiveness of two CT interventions (generic and infusion) varied according to students' baseline CT levels. Using a quasi‐experimental design, we collected data from two universities, with 167 participants from University A and 76 from University B. Students' CT skills were measured before and after the interventions using the National Assessment of Collegiate Capacity (NACC) CT assessment. The analysis employed paired t‐tests to evaluate within‐group changes and independent t‐tests with moderation analysis to compare CT gains between experimental and control groups across different baseline CT performance levels. Results showed that infusion CT interventions, rather than generic CT interventions, had a beneficial effect on these students' CT. Notably, the effectiveness of these interventions depended on students' baseline level of CT skills, suggesting that, while CT interventions may not result in substantial improvements for students with high and low baseline levels of CT skills, those with moderate levels can benefit significantly from these interventions. This study contributes to research on the effectiveness of embedding CT within course contents and differentiation based on baseline skills in maximising the impact of CT interventions within an educational context. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=186252688
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/berj.4131
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 24
        StartPage: 1445
    Subjects:
      – SubjectFull: Chinese-speaking students
        Type: general
      – SubjectFull: College students
        Type: general
      – SubjectFull: Higher education
        Type: general
      – SubjectFull: Experimental groups
        Type: general
      – SubjectFull: Control groups
        Type: general
      – SubjectFull: Critical thinking
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: Effects of critical thinking instruction on Chinese college students with varying baseline critical thinking abilities: A quasi‐experimental study.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Song, Qiongjiang
      – PersonEntity:
          Name:
            NameFull: Liu, Yuhan
      – PersonEntity:
          Name:
            NameFull: Zhang, Qinggen
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Text: Jun2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 01411926
          Numbering:
            – Type: volume
              Value: 51
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: British Educational Research Journal
              Type: main
ResultId 1