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| 비판적 사고 성향 척도× | 학생 참여 척도× | |
|---|---|---|
| 분야 | 교육심리학 | 교육심리학 |
| 계열 | Process / pipeline | Process / pipeline |
| 기원 연도≠ | 1992 | 2004 |
| 창시자≠ | Peter Facione | Jennifer Fredricks, Phyllis Blumenfeld, Alison Paris |
| 유형≠ | Critical thinking propensity measurement | Multidimensional engagement assessment |
| 원전≠ | Facione, P. A., Facione, N. C., & Giancarlo, C. A. F. (1992). The California Critical Thinking Disposition Inventory. Insight Assessment, Millbrae, CA. link ↗ | Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109. DOI ↗ |
| 별칭≠ | CTDS, California Critical Thinking Disposition Inventory, CCTDI | SES, Academic Engagement Measure |
| 관련 | 4 | 4 |
| 요약≠ | 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 Student Engagement Scale (SES) measures the extent to which students are actively involved in academic and social aspects of school or university life. Grounded in Fredricks et al.'s multidimensional framework, the instrument assesses behavioral engagement (participation, attendance, effort), emotional engagement (interest, belonging, enthusiasm), and cognitive engagement (mental effort, deep thinking, persistence). High engagement is consistently associated with better learning outcomes and well-being. |
| ScholarGate데이터셋 ↗ |
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