Critical Thinking Dispositions Scale
Critical Thinking Dispositions Scale (CTDS) · Also known as: CTDS, California Critical Thinking Disposition Inventory, CCTDI
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.
Read the full method
Sign in with a free account to read this section.
Method map
The neighbourhood of related methods — select a node to explore.
When to use it
The CTDS is used in education to assess critical thinking disposition development, evaluate the effectiveness of curricula designed to foster intellectual character, guide teaching interventions, research relationships between dispositions and academic outcomes, and conduct longitudinal studies of intellectual development across educational programs.
Strengths & limitations
- Measures constructs beyond skills; recognizes that dispositions are essential to critical thinking
- Grounded in Delphi expert consensus on critical thinking; aligns with broad educational goals
- Validated across diverse educational levels and cultural contexts
- Captures individual differences in intellectual character useful for personalized instruction
- Self-report bias: respondents may report idealized dispositions rather than actual behaviors
- Temporal variability: dispositions may fluctuate with context, task, or recent experiences
- Cultural considerations: some dimensions (e.g., open-mindedness, truth-seeking) may be culturally interpreted differently
Frequently asked
Can critical thinking dispositions be taught?
Yes, though not through direct instruction alone. Dispositions develop through modeling by faculty and peers, engagement with challenging problems, feedback on reasoning, exposure to diverse perspectives, and intellectual communities that value questioning and evidence-based thinking. Explicit attention to dispositions in curriculum design accelerates development.
Why would someone have high critical thinking skills but low disposition scores?
Someone might have learned to perform logical analysis or scientific reasoning for grades or credentials (skills) without internalizing a commitment to truth-seeking, open-mindedness, or systematic thinking in their broader worldview (dispositions). This person might use skills strategically but resist conclusions that contradict their preferences.
Are some dispositions more important than others?
All contribute to critical thinking, but in different contexts, certain dispositions become especially important. Truth-seeking is foundational; open-mindedness is crucial in fields involving diverse stakeholders; systematic approach is vital in technical domains. Educational programs can prioritize development of dispositions most relevant to their discipline and mission.
Sources
- Facione, P. A., Facione, N. C., & Giancarlo, C. A. F. (1992). The California Critical Thinking Disposition Inventory. Insight Assessment, Millbrae, CA. link ↗
- Facione, P. A. (2000). The Disposition Toward Critical Thinking: Its Character, Measurement, and Relationship to Critical Thinking Skill. Informal Logic, 20(1), 61-84. DOI: 10.22329/il.v20i1.2254 ↗
How to cite this page
ScholarGate. (2026, June 3). Critical Thinking Dispositions Scale (CTDS). ScholarGate. https://scholargate.app/en/educational-psychology/critical-thinking-dispositions-scale
Which method?
Set this method beside its closest kin and read them side by side — the library lays the books on the table; the choice is yours.
- Academic Self-Efficacy ScaleEducational Psychology↔ compare
- Course Experience QuestionnaireEducational Psychology↔ compare
- Student Engagement ScaleEducational Psychology↔ compare
- Study Process QuestionnaireEducational Psychology↔ compare