Measuring Critical Thinking, Intelligence, and Academic Performance in Psychology Undergraduates

Liam O'Hare, Carol McGuinness
2009 Irish journal of psychology  
The paper explores the factorial relationship between measures of critical thinking skills, non-verbal intelligence, and academic performance (A-levels and undergraduate degree marks). One hundred and twenty-nine undergraduate completing two subscales of the California Critical Thinking Skills Test (CCTST) and Raven's Advanced Progressive Matrices Set 1 (APM-S1); they also provided information on their A-level points and degree marks. An exploratory factor analysis grouped the CCTST subscales
more » ... evaluation and inference with the APM-S1. The resultant factor was named 'Reasoning skills', and the A-levels and degree marks formed a second factor named 'Academic a moderate effect size difference between their CCTST inference subscale scores (effect size d = 0.31) but only small effect size differences between 0.04). It was provisionally concluded that critical thinking changes over the course of a degree and that these abilities are not well captured by traditional academic assessments. The implications of this for teaching and learning in
doi:10.1080/03033910.2009.10446304 fatcat:2yj3wgdcebfnvbffjgjvub3eiq