Critical Thinking and Motivation in Vocational Training and Baccalaureate: A Comparison Study of Students of Spanish Nationality, Unaccompanied Foreign Minors and Young Care Leavers
Abstract
:1. Introduction
a metacognitive process that, through purposeful, self-regulatory reflective judgement (i.e., including the sub-skills of analysis, evaluation, and inference) and a disposition towards thinking (i.e., the extent to which an individual is inclined or willing to perform a given thinking skill), increases the chances of producing a logical conclusion to an argument or solution to a problem.
autonomy support has as its central feature attempting to appreciate and respect the internal frame of reference of the learner (…) is thus a central element in cultural competency—that is, in being able to effectively work with people from diverse backgrounds and value systems, whose frames of reference influence their motivations and valuations [15] (p. 5).
2. Materials and Methods
2.1. Participants
2.2. Design, Procedure, and Instruments
3. Results
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Items | NAT. | σ | V | Sig. | D/(r) | |
---|---|---|---|---|---|---|
RCT11. I often reflect on my actions to see if I can improve them | S | 4.21 | 0.99 | 0.99 | 0.485 | - |
F | 4.12 | 0.94 | 0.89 | |||
RCT8. I often think about my experiences to be able to learn from them | S | 4.34 | 0.84 | 0.71 | 0.303 | - |
F | 4.22 | 0.94 | 0.89 | |||
RCT9. I tend to check that information is correct before forming an opinion on it | S | 3.96 | 1.13 | 1.28 | 0.457 | - |
F | 4.06 | 1.02 | 1.04 | |||
RCT6. It is important to understand the viewpoint of other people about an issue | S | 4.50 | 1 | 1 | 0.114 | - |
F | 4.67 | 0.71 | 0.51 | |||
RCT.10. I normally think about the consequences of a decision before acting | S | 3.55 | 1.27 | 1.61 | 0.025 * | 0.28/0.14 |
F | 3.89 | 1.13 | 1.28 | |||
RCT1.During a debate I think about what it has brought up | S | 3.95 | 1.13 | 1.29 | 0.823 | - |
F | 3.92 | 1.06 | 1.13 | |||
RCT7. It is important to justify the decisions I make | S | 4.21 | 1.09 | 1.19 | 0.067 | - |
F | 3.96 | 1.05 | 1.11 | |||
ECT4. I often search for new ideas | S | 4.02 | 1 | 1 | 0.003 ** | 0.37/0.18 |
F | 3.61 | 1.18 | 1.41 | |||
ECT2. I often think up new ideas to improve the way I do things | S | 4.09 | 1.02 | 1.05 | 0.811 | - |
F | 4.06 | 1.04 | 1.08 | |||
ECT3. I use more than one source or document (internet, books…) to find information for myself. | S | 3.95 | 1.20 | 1.45 | 0.636 | - |
F | 4.02 | 1.14 | 1.30 | |||
ECT5. Sometimes I find ideas that contradict my opinion | S | 3.66 | 1.16 | 1.35 | 0.412 | - |
F | 3.77 | 1.09 | 1.19 |
Items | NAT. | σ | V | Sig. | D/(r) | |
---|---|---|---|---|---|---|
IM-2. Because I feel pleasure and satisfaction when I learn new things | S | 6.24 | 1.18 | 1.41 | 0.001 *** | 0.42/0.20 |
F | 5.69 | 1.42 | 2.02 | |||
IM-3. Because I really like going to class | S | 4.93 | 1.78 | 3.17 | 0.017 * | 0.29/0.14 |
F | 4.38 | 1.91 | 3.65 | |||
IM-7. For the pleasure I feel when I discover new things which I had never seen before | S | 6.09 | 1.53 | 2.34 | 0.016 * | 0.29/0.14 |
F | 5.63 | 1.59 | 2.52 | |||
IM-11. For the pleasure I feel when broadening my knowledge about topics that interest me | S | 6.24 | 1.30 | 1.70 | 0.001 *** | 0.40/0.19 |
F | 5.66 | 1.56 | 2.45 | |||
IM-15. Because my studies enable me to continue learning many things that interest me. | S | 6.12 | 1.56 | 2.46 | 0.001 *** | 0.39/0.19 |
F | 5.47 | 1.69 | 2.88 | |||
IM-16. Because it pushes me to read about topics that interest me | S | 5.18 | 2.26 | 5.13 | 0.857 | - |
F | 5.22 | 1.81 | 3.28 | |||
IEM-5. For the pleasure I feel when I better myself in my studies | S | 5.78 | 1.74 | 3.03 | 0.000 *** | 0.54/0.26 |
F | 4.78 | 1.93 | 3.74 | |||
IEM-6. In order to demonstrate to myself that I am capable of finishing my baccalaureate/course | S | 6.20 | 1.43 | 2.06 | 0.000 *** | 0.66/0.31 |
F | 4.98 | 2.17 | 4.73 | |||
IEM-9. Because when I perform tasks well in class I feel important | S | 5.83 | 1.64 | 2.71 | 0.000 *** | 0.63/0.30 |
F | 4.63 | 2.11 | 4.48 | |||
IEM-13. For the satisfaction I feel when I make progress on difficult academic activities | S | 6.29 | 1.23 | 1.53 | 0.012 ** | 0.60/0.29 |
F | 5.38 | 1.73 | 3.02 | |||
IEM-18. Because classes lead to personal satisfaction when I strive to get the most out of my studies | S | 7 | 0 | 0 | 0.000 *** | 1.62/0.63 |
F | 4.86 | 1.86 | 3.48 | |||
IEM-19. Because I want to demonstrate to myself that I can complete my studies. | S | 7 | 0 | 0 | 0.000 *** | 1.16/0.50 |
F | 5.42 | 1.92 | 3.72 | |||
EEM-1. Because I need, at least, a baccalaureate/vocational training qualification to find a well-paid job | S | 6.07 | 1.42 | 2.03 | 0.037 * | 0.26/0.12 |
F | 5.71 | 1.33 | 1.79 | |||
EEM-10. Because I want to “live well” once I finish my studies | S | 6.28 | 1.41 | 1.98 | 0.023 * | 0.28/0.13 |
F | 5.87 | 1.51 | 2.28 | |||
EEM-14. In order to be able to get a better salary | S | 6.01 | 1.36 | 1.86 | 0.000 *** | 0.19/0.09 |
F | 5.72 | 1.64 | 2.71 | |||
D-4. I honestly do not know, I think I am wasting my time at college. | S | 3.02 | 2.30 | 5.30 | 0.006 ** | 0.34/0.17 |
F | 2.29 | 1.89 | 3.57 | |||
D-8. I used to have good reasons for going to college but not I ask myself if it is worth the effort going on | S | 3.79 | 2.40 | 5.76 | 0.001 *** | 0.42/0.20 |
F | 2.82 | 2.16 | 4.68 | |||
D-12. I do not know why I go to college and, honestly, I do not care. | S | 3.73 | 2.41 | 5.84 | 0.000 *** | 0.87/0.39 |
F | 1.93 | 1.65 | 2.74 | |||
D-17. I don’t know, I don’t understand what I do at college | S | 4.32 | 2.37 | 5.65 | 0.000 *** | 1.18/0.50 |
F | 1.92 | 1.62 | 2.62 |
Dimensions of Critical Thinking According to Motivation and Amotivation | Spanish Nationality Students | Foreign Nationality Students | |||
---|---|---|---|---|---|
F | Sig. | F | Sig. | ||
ECT | EEM | 1.359 | 0.180 | 2.181 | 0.012 * |
IM | 1.951 | 0.012 * | 2.398 | 0.001 *** | |
IEM | 1.829 | 0.030 * | 1.320 | 0.153 | |
DMT | 0.675 | 0.861 | 2.199 | 0.007 ** | |
RCT | EEM | 1.434 | 0.143 | 1.590 | 0.092 |
IM | 1.213 | 0.250 | 2.495 | 0.000 *** | |
IEM | 2.372 | 0.003 ** | 1.384 | 0.117 | |
DMT | 1.089 | 0.369 | 2.447 | 0.002 ** |
Association between Variables | RW | SRW | ||
---|---|---|---|---|
Estimation | SE | CR | Estimation | |
Raw and standardized regression weights produced in Spanish students | ||||
PCG ← MT | 0.498 | 0.162 | 3.079 | 0.453 ** |
PCG ← DMT | −0.059 | 0.034 | −1.727 | −0.191 |
RCT ← PCG | 1.000 | - | - | 0.827 *** |
EEM ← MT | 1.000 | - | - | 0.441 *** |
IM ← MT | 1.856 | 0.507 | 3.662 | 0.851 *** |
IEM ← MT | 1.103 | 0.234 | 4.723 | 0.759 *** |
CS ← DMT | 1.000 | - | - | 0.771 *** |
DS ← DMT | 1.068 | 0.168 | 6.376 | 0.810 *** |
DD ← DMT | 0.718 | 0.132 | 5.429 | 0.548 *** |
SP ← DMT | 0.544 | 0.126 | 4.326 | 0.432 *** |
ECT ← PCG | 0.947 | 0.208 | 4.555 | 0.701 *** |
MT ↔ DMT | −0.249 | 0.121 | −2.063 | −0.268 * |
Raw and standardized regression weights produced in foreign students | ||||
PCG ← MT | 0.908 | 0.503 | 1.805 | 0.427 |
PCG ← DMT | 0.000 | 0.027 | 0.018 | 0.002 |
RCT ← PCG | 1.000 | - | - | 0.623 *** |
CS ← DMT | 1.000 | - | - | 0.885 *** |
DS ← DMT | 0.903 | 0.097 | 9.328 | 0.782 *** |
DD ← DMT | 1.029 | 0.130 | 7.893 | 0.681 *** |
SP ← DMT | 0.886 | 0.114 | 7.755 | 0.671 *** |
ECT ← PCG | 1.733 | 0.389 | 4.456 | 0.747 *** |
EEM ← MT | 1.000 | - | - | 0.128 *** |
IM ← MT | 11.005 | 6.779 | 1.623 | 1.316 |
IEM ← MT | 4.802 | 2.294 | 2.094 | 0.481 * |
MT ↔ DMT | −0.051 | 0.037 | −1.386 | −0.230 |
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Parejo-Jiménez, N.; Expósito-López, J.; Chacón-Cuberos, R.; Olmedo-Moreno, E.M. Critical Thinking and Motivation in Vocational Training and Baccalaureate: A Comparison Study of Students of Spanish Nationality, Unaccompanied Foreign Minors and Young Care Leavers. Int. J. Environ. Res. Public Health 2022, 19, 5272. https://doi.org/10.3390/ijerph19095272
Parejo-Jiménez N, Expósito-López J, Chacón-Cuberos R, Olmedo-Moreno EM. Critical Thinking and Motivation in Vocational Training and Baccalaureate: A Comparison Study of Students of Spanish Nationality, Unaccompanied Foreign Minors and Young Care Leavers. International Journal of Environmental Research and Public Health. 2022; 19(9):5272. https://doi.org/10.3390/ijerph19095272
Chicago/Turabian StyleParejo-Jiménez, Noelia, Jorge Expósito-López, Ramón Chacón-Cuberos, and Eva María Olmedo-Moreno. 2022. "Critical Thinking and Motivation in Vocational Training and Baccalaureate: A Comparison Study of Students of Spanish Nationality, Unaccompanied Foreign Minors and Young Care Leavers" International Journal of Environmental Research and Public Health 19, no. 9: 5272. https://doi.org/10.3390/ijerph19095272