A cross-national assessment on critical thinking disposition between Hungarian and Chinese undergraduate students
  • Metaadatok
Tartalom: https://real.mtak.hu/246847/
Archívum: REAL
Gyűjtemény: Status = Published
Subject = L Education / oktatás: LB Theory and practice of education / oktatás elmélete és gyakorlata: LB2300 Higher Education / felsőoktatás
Subject = B Philosophy. Psychology. Religion / filozófia, pszichológia, vallás: BF Psychology / lélektan: BF13 Memory and learning / emlékezet, tanulás
Subject = B Philosophy. Psychology. Religion / filozófia, pszichológia, vallás: BF Psychology / lélektan: BF15 Thinking. Thought / gondolkodás
Type = Article
Cím:
A cross-national assessment on critical thinking disposition between Hungarian and Chinese undergraduate students
Létrehozó:
Liu, Yong
Pásztor, Attila
Molnár, Gyöngyvér
Dátum:
2026
Téma:
BF13 Memory and learning / emlékezet, tanulás
BF15 Thinking. Thought / gondolkodás
LB2300 Higher Education / felsőoktatás
Tartalmi leírás:
Critical thinking (CT), a higher-order cognitive skill, has gained urgency amid AI advancements. Despite its recognized importance, cross-cultural assessments of critical thinking disposition (CTD) remain scarce, particularly comparisons between non-Western and Western educational contexts. This study addressed this gap by comparing CTD between Hungarian (N = 1090) and Chinese (N = 1535) undergraduates using Confirmative Factor Analysis (CFA), Measurement Invariance (MI), Item Response Theory, Differential Item Functioning (DIF) and descriptive statistics. Results revealed distinct correlation patterns: Hungarians exhibited strong inter-correlations among self-efficacy, instant judgment, and habitual truth-digging (all p-values < 0.001), whereas Chinese students showed no self-efficacy–habitual truth-digging link (p > .05). MI analysis indicated the acceptable configural and metric model (CFI and TLI > 0.90, SRMR < 0.08, and RMSEA < 0.10), but failing to achieve the scalar MI requirement (ΔCFI > 0.01), partially attributable to DIF in specific items, specializing in habitual truth-digging (favoring Hungarian respondents), self-efficacy (favoring Chinese respondents), and mixed pattern for instant judgment. These findings challenge the assumption of CTD universality, suggesting that cultural-educational systems (e.g., Hungary’s interdisciplinary focus vs. China’s rote-innovation blend) may drive divergent CTD development, underscoring the need for context-specific pedagogical interventions.
Nyelv:
angol
Típus:
Article
PeerReviewed
info:eu-repo/semantics/article
Formátum:
text
Azonosító:
Liu, Yong and Pásztor, Attila and Molnár, Gyöngyvér (2026) A cross-national assessment on critical thinking disposition between Hungarian and Chinese undergraduate students. THINKING SKILLS AND CREATIVITY, 60. No.-102121. ISSN 1871-1871
Kapcsolat:
MTMT:36809047 10.1016/j.tsc.2025.102121
Létrehozó:
cc_by_nc_nd