Student Self-Identity as a Critical Thinker
Student Self-Identity as a Critical Thinker
复制标题
学生作为批判性思考者的自我认同
DOI：
10.1177/0273475308324088
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发表时间：
2009
期刊：
影响因子：
--
通讯作者：
Bradley Warthan
中科院分区：
文献类型：
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作者：
K. Celuch;Gary W. Black;Bradley Warthan
在过去的十年中，批判性思维在市场营销教育文献中得到了越来越多的认可。然而，现存的文献大多强调与实施批判性思维方法有关的技术，而关于学生通过参与批判性思维方法而受到影响的过程存在问题。本研究融合了态度，规范和自我认同文学作为一种手段来解决学生如何看待自己作为批判性思想家的问题。具体来说，作者假设态度强度应该缓和态度对规范信念的影响。规范性信念，反过来，假设调解的影响，态度×态度强度的互动对学生的自我认同作为一个批判性的思想家。因此，对于批判性思维具有强烈和积极态度的学生将具有与该技能相关的强烈规范性信念，而这些信念反过来会影响作为批判性思维者的自我认同。结果，基于一个样本的学生参加批判性思维为导向的类，支持这些假设。研究结果对学者和未来的研究人员试图了解如何有效地利用批判性思维的营销课程的影响。
During the past decade, critical thinking has received increasing recognition in the marketing education literature. However, much of the extant literature emphasizes techniques tied to implementing critical thinking approaches, while questions exist regarding the processes by which students are influenced through participation in critical thinking pedagogies. This study merges attitudes, norms, and self-identity literature as a means of addressing the question of how students come to view themselves as critical thinkers. Specifically, the authors hypothesize that attitude strength should moderate the influence of attitudes on normative beliefs. Normative beliefs, in turn, are posited to mediate the influence of the Attitude × Attitude Strength interaction on student self-identity as a critical thinker. Thus, students with strong and positive attitudes regarding critical thinking will have strong normative beliefs associated with the skill, and these beliefs, in turn, will affect self-identity as a critical thinker. Results, based on a sample of students participating in critical thinking—oriented classes, support these hypotheses. Findings hold implications for academics and future researchers attempting to understand how to effectively leverage critical thinking pedagogies in marketing classes.