The role functions of thinking style in self-directed learning readiness and Critical Thinking Disposition

Document Type : Research Article

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Abstract

Introduction: This study aimed to investigate the role of thinking style functions in the self-directed learning readiness and critical thinking disposition.
Methods: This research method was based on causal-comparative method. Statistical population of this study included all undergraduate students (n=550) of nursing and midwifery in Mashhad University of Medical Sciences (MUMS). The sample size estimated to be 214 using proportional stratified sampling method. Data gathering tools were self-directed learning readiness questionnaire, Critical Thinking Disposition questionnaire and functions of thinking style questionnaire. Data has been analyzed using descriptive statistics (mean, and standard deviation) and inferential statistics (Pearson correlation, MANOVA and x2).
Results: results of Chi-Square Test showed that there wrer significant differences between preferred functions of thinking style of all students, while preferredfunctions of thinking style of students in terms of gender were not significantly different. Also the ANOVA test reveals tha gender and functions of thinking style preferredon the not impact of self-directed learning and Critical Thinking Disposition.
Conclusion: Considering that the a significant percentage of students are the preferredof legislator thinking style and also due to the lack of gender differences in thinking styles and no relationship with the self-directed style and tendency to adapt methods of teaching critical thinking in students' learning characteristics may suggest.

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References

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