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Conference Paper: Chinese and United States undergraduates' critical thinking skills: Academic and dispositional predictors

TitleChinese and United States undergraduates' critical thinking skills: Academic and dispositional predictors
Authors
Ku, YLChan, NMLun, VMCHalpern, DFMarin-Burkhart, LHau, KTHo, ITF
Issue Date2006
PublisherAmerican Educational Research Association
Citation
American Educational Research Association Annual Conference, San Francisco, CA, 7-11 April 2006 How to Cite?
AbstractThe present study explored the relationships between critical thinking performance and various possible correlates in two groups of students from different cultural backgrounds. The Halpern Critical Thinking Assessment was administered to 142 Chinese (Hong Kong) and 153 US undergraduates. Consistent with the assertion that the Chinese educational tradition emphasizes effort and academic performance may more realistically reflect student diligence, GPA was found to be unrelated with critical thinking abilities among Chinese students. US students critical thinking performance was also better predicted by SAT scores than GPA. Gender, subject major, and dispositional factors of openness and conscientiousness were found to be variably related to critical thinking skills in the two groups.
Persistent Identifierhttp://hdl.handle.net/10722/109911

 

DC FieldValueLanguage
dc.contributor.authorKu, YLen_HK
dc.contributor.authorChan, NMen_HK
dc.contributor.authorLun, VMCen_HK
dc.contributor.authorHalpern, DFen_HK
dc.contributor.authorMarin-Burkhart, Len_HK
dc.contributor.authorHau, KTen_HK
dc.contributor.authorHo, ITFen_HK
dc.date.accessioned2010-09-26T01:42:39Z-
dc.date.available2010-09-26T01:42:39Z-
dc.date.issued2006en_HK
dc.identifier.citationAmerican Educational Research Association Annual Conference, San Francisco, CA, 7-11 April 2006-
dc.identifier.urihttp://hdl.handle.net/10722/109911-
dc.description.abstractThe present study explored the relationships between critical thinking performance and various possible correlates in two groups of students from different cultural backgrounds. The Halpern Critical Thinking Assessment was administered to 142 Chinese (Hong Kong) and 153 US undergraduates. Consistent with the assertion that the Chinese educational tradition emphasizes effort and academic performance may more realistically reflect student diligence, GPA was found to be unrelated with critical thinking abilities among Chinese students. US students critical thinking performance was also better predicted by SAT scores than GPA. Gender, subject major, and dispositional factors of openness and conscientiousness were found to be variably related to critical thinking skills in the two groups.-
dc.languageengen_HK
dc.publisherAmerican Educational Research Association-
dc.relation.ispartofAmerican Educational Research Association Annual Conferenceen_HK
dc.titleChinese and United States undergraduates' critical thinking skills: Academic and dispositional predictorsen_HK
dc.typeConference_Paperen_HK
dc.identifier.emailHo, ITF: itfho@hkucc.hku.hken_HK
dc.identifier.authorityHo, ITF=rp00556en_HK
dc.identifier.hkuros123645en_HK

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