Σύγκριση μεθόδων

	Κλίμακα Προδιαθέσεων Κριτικής Σκέψης	Ερωτηματολόγιο Μελέτης Διαδικασιών
Πεδίο	Εκπαιδευτική Ψυχολογία	Εκπαιδευτική Ψυχολογία
Οικογένεια	Process / pipeline	Process / pipeline
Έτος προέλευσης	1992	1987
Δημιουργός	Peter Facione	John Biggs
Τύπος	Critical thinking propensity measurement	Self-report learning process inventory
Θεμελιώδης πηγή	Facione, P. A., Facione, N. C., & Giancarlo, C. A. F. (1992). The California Critical Thinking Disposition Inventory. Insight Assessment, Millbrae, CA.	Biggs, J. B. (1987). Study Process Questionnaire: A New Instrument for Assessing Ways of Learning. Educational Research and Perspectives, 14(1), 1-8.
Εναλλακτικές ονομασίες	CTDS, California Critical Thinking Disposition Inventory, CCTDI	SPQ, Learning Process Questionnaire, LPQ
Συναφείς	4	4
Σύνοψη	The Critical Thinking Dispositions Scale (CTDS), exemplified by the California Critical Thinking Disposition Inventory (CCTDI), measures the extent to which individuals exhibit cognitive dispositions conducive to critical thinking. Developed by Facione (1992), it assesses dimensions including truth-seeking, open-mindedness, analytical orientation, self-confidence, systematic approach, and inquisitiveness. Critical thinking dispositions—the habits of mind and values that support rigorous reasoning—are distinct from but complementary to critical thinking skills.	The Study Process Questionnaire (SPQ) is a self-report instrument developed by John Biggs to identify the approaches and processes students use when learning. It assesses three dimensions: deep learning approach (seeking understanding and making connections), surface learning approach (memorizing and reproducing), and achieving/strategic approach (aiming for high grades). Understanding students' study processes helps educators identify learning challenges and tailor support.