Comparer des méthodes

	Échelle des Dispositions à la Pensée Critique	Questionnaire sur les processus d'étude
Domaine	Psychologie de l'éducation	Psychologie de l'éducation
Famille	Process / pipeline	Process / pipeline
Année d'origine	1992	1987
Auteur d'origine	Peter Facione	John Biggs
Type	Critical thinking propensity measurement	Self-report learning process inventory
Source fondatrice	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.
Alias	CTDS, California Critical Thinking Disposition Inventory, CCTDI	SPQ, Learning Process Questionnaire, LPQ
Apparentées	4	4
Résumé	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.