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Título
Relation between metacognitive strategies, motivation to think, and critical thinking skills
Autor(es)
Palabras clave
Critical thinking
Structural models
Cognition
Motivation
Pedagogy
Clasificación UNESCO
61 Psicología
Fecha de publicación
2023
Editor
Frontiers
Citación
Ossa CJ, Rivas SF and Saiz C (2023) Relation between metacognitive strategies, motivation to think, and critical thinking skills. Front. Psychol. 14:1272958. doi: 10.3389/fpsyg.2023.1272958
Resumen
[EN] Critical thinking is a complex reasoning skill, and even though it is hard to
reach a consensus on its definition, there is agreement on it being an eminently
cognitive skill. It is strongly related with reflective and metacognitive skills, as well
as attitudinal or motivational aspects, although no model has yet been able to
integrate these three elements. We present herein the preliminary results of a study
seeking to establish these relations, in a sample of Chilean university students. 435
students from three universities participated, of which 88 were men, 333 were
women, and 14 did not indicate their gender. Their ages ranges between 18 and
51 years old (M = 21, SD = 3.09). Three instruments were applied, one to measure
metacognitive strategies, one to measure motivation to critical thinking, and a
third to measure critical thinking skills. The relation was analyzed via structural
equations. The results show a positive, strong, and significant relation between
metacognition and motivation to think. However, only a weak significant relation
was observed between motivation to think and critical thinking, and no direct
relation was found between metacognition and critical thinking. We hypothesize
a significant but moderate relation between the variables, where metacognition
influences motivation to think, which in turn influences critical thinking skills.
Factors are discussed which could negatively affect the studied relations, as well
as the importance of generating integrated models between the three variables,
as they would show a theoretical and empirical link.
URI
ISSN
1664-1078
DOI
10.3389/fpsyg.2023.1272958/full
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