Critical thinking disposition subscales jointly explain about 14% of contemporary educational philosophy preference, with innovation the only significant predictor¶
Claim · All claims
Evidence · 1 study (2 entries) · associationalr2·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Engagement, cognitive maturity and innovation together significantly predicted contemporary educational philosophy (R=.368, R2=.135, F(3-428)=22.171, p<.01), explaining nearly 14% of variance. → Aybek 2017
q2 i? Innovation was the only subscale with a significant regression coefficient (β=.305); engagement (β=.077) and cognitive maturity (β=.023) were not significant predictors. → Aybek 2017 (2)
Evidence¶
Aybek 2017¶
Aybek, B., & Aslan, S. (2017). The Relationship between Prospective Teachers' Critical Thinking Dispositions and Their Educational Philosophies. Universal Journal of Educational Research 5(4). https://doi.org/10.13189/ujer.2017.050403
q2 · i? · associational · r2
Multiple linear regression analysis on the 429-prospective-teacher sample testing whether the three CTDS subscales predict contemporary educational philosophy. The model was significant with "R=,368 R 2 =,135" and F(3-428)=22,171, p<,01.
"there is a significant (R=,368 R 2 =,135) relationship between the subscales and contemporary educational philosophies (F (3-428)=22,171 p<,01). These three variables together explain nearly 14% of the philosophy of contemporary education."
Aybek 2017 (2)¶
Aybek, B., & Aslan, S. (2017). The Relationship between Prospective Teachers' Critical Thinking Dispositions and Their Educational Philosophies. Universal Journal of Educational Research 5(4). https://doi.org/10.13189/ujer.2017.050403
q2 · i? · associational · r2
Standardized regression coefficients from the same multiple linear regression on contemporary educational philosophy. Innovation (β=.305) was the only significant predictor; engagement and cognitive maturity coefficients were not significant.
"the order of importance of the predictor variables on contemporary educational philosophies are innovation (β=,305), engagement (β=,077) and cognitive maturity (β=,023). Given the significant tests of regression coefficients, innovation variable, which is a variety of predictor variables, has been observed as a significant predictor on contemporary educational philosophies."
Discussion¶
Related Claims¶
- Prospective teachers' critical thinking dispositions are positively and moderately correlated with their preference for contemporary educational philosophy — related
- Prospective teachers' critical thinking dispositions show no significant relationship with traditional educational philosophy preference — related
- Critical disposition is least spontaneous when confronting one's most basic prejudices or deeply held convictions — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ctds-subscales-predict-contemporary-philosophy-innovation |
title |
Critical thinking disposition subscales jointly explain about 14% of contemporary educational philosophy preference, with innovation the only significant predictor |
description |
Critical thinking disposition subscales jointly explain about 14% of contemporary educational philosophy preference, with innovation the only significant predictor |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
generated |
by process:wiki-ingest on 2026-09-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — aybek-2017, aybek-2017-2 |
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