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Volume 22, Issue 130 (12-2023)
Journal of Psychological Science 2023, 22(130): 77-92 |
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Deravipor R, Assareh A, Nasri S, Armand M. (2023). Predicting critical thinking through computer and analytical literacy with the moderating role of gender. Journal of Psychological Science. 22(130), 77-92. doi:10.52547/JPS.22.130.2025
URL: http://psychologicalscience.ir/article-1-2062-en.html
URL: http://psychologicalscience.ir/article-1-2062-en.html
Professor, Department of Educational Sciences and Psychology, Shahid Rajaee Teacher Training University, Tehran, Iran , Alireza_assareh@sru.ac.ir
Abstract: (925 Views)
Background: Critical thinking is defined as the art of analyzing and evaluating thinking along with a review to correct it. Critical thinking is one of the basic needs of human life for decision-making, selection, and deep understanding of various issues. There is a research gap regarding the possible role of analytical literacy and computer literacy in predicting critical thinking with regard to the gender variable.
Aims: This study was conducted to predict critical thinking through computer and analytical literacy with the mediating role of gender in second-year high school students of Gilan province.
Methods: Research method was descriptive correlation type and the statistical population included second-year high school students of Gilan province in the first half of the academic year 2019-2020. The statistical sample included 384 people (191 girls and 193 boys) who were randomly selected in person and virtual. Data collection tools included critical thinking questionnaire (Ricketts', 2003) and researcher-made computer and analytical literacy questionnaires. The data were analyzed using hierarchical regression, multivariate regression, and Z-test using SPSS software version 26, and a significance level of 0.05 was considered to test the hypotheses.
Results: The results showed that the effect of analytical literacy and computer literacy on students' critical thinking is positive and significant and explains 43% of its changes. Also, multiple relationships between analytical literacy and computer literacy with critical thinking have been stronger in male students than in female students.
Conclusion: According to the obtained findings, it seems that Critical thinking in students can be predicted by the variables of analytical literacy and computer literacy according to the role of gender
Aims: This study was conducted to predict critical thinking through computer and analytical literacy with the mediating role of gender in second-year high school students of Gilan province.
Methods: Research method was descriptive correlation type and the statistical population included second-year high school students of Gilan province in the first half of the academic year 2019-2020. The statistical sample included 384 people (191 girls and 193 boys) who were randomly selected in person and virtual. Data collection tools included critical thinking questionnaire (Ricketts', 2003) and researcher-made computer and analytical literacy questionnaires. The data were analyzed using hierarchical regression, multivariate regression, and Z-test using SPSS software version 26, and a significance level of 0.05 was considered to test the hypotheses.
Results: The results showed that the effect of analytical literacy and computer literacy on students' critical thinking is positive and significant and explains 43% of its changes. Also, multiple relationships between analytical literacy and computer literacy with critical thinking have been stronger in male students than in female students.
Conclusion: According to the obtained findings, it seems that Critical thinking in students can be predicted by the variables of analytical literacy and computer literacy according to the role of gender
Type of Study: Research |
Subject:
Special
Received: 2023/06/23 | Accepted: 2023/12/31 | Published: 2023/12/20
Received: 2023/06/23 | Accepted: 2023/12/31 | Published: 2023/12/20
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)