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|Other Titles:||Gender, Grade Level, Degree of Urbanization, Field-Independence, Motivation and Critical Thinking|
|Issue Date:||2016-10-17 15:07:36 (UTC+8)|
The purpose of this study was to investigate the relationship among Gender,Grade Level, Degree of urbanization, Field-independence, Motivation andCritical Thinking. Elementary (N=237), junior high (N=486) and senior high (N=299) school students from rural (Penhu County), suburban (Taipei County) andurban (Taipei City) areas were administered the Cornell Critical ThinkingTest, Level X(CCT-X), the Hidden Figures Test and the Motivation Questionairefrom "Motivated Strategies for Learning Questionaire".The results showed that: (1) There was no significant sex difference oncritical thinking. (2) There was an interaction effect between grade level and
urbanization (F=5.09, df=(4, 1021), P<.01). To begin with, the pupils in the
rural area performed poorer than their counterparts in both suburban and urban
areas; however, the former increased their scores gradually as their grade
level increased while the urban students remained stable at the junior high
school level. (3) There were significantly positive correlations between field-
independence and critical thinking at all grade levels; the more field-
independent the students were, the higher scores they obtained in CCT-X (
elementary school: r=.22, N=165, P<.01; junior high school: r=.51, N=486, P<.
001; senior high school: r=.23, N=299, P<.001). (4) Significant canonical
correlations between the subtests of motivation and critical thinking were
also found among elementary school students (p=.34, N=165, p<.05), junior high
school students (p=.30, n=486 p<.05) and senior high school students (p=.30, n=
Based on the results mentioned above, some suggestions were made as well.
|Appears in Collections:||[第65期] 期刊論文|
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