Correlations between Critical Thinking Achievement and Scholastic Aptitude in High School Seniors.

Autor/inn/en	Solomon, Susan J.; Wurster, Stanley R.
Titel	Correlations between Critical Thinking Achievement and Scholastic Aptitude in High School Seniors.
Quelle	(1978), (36 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Ability; Academic Achievement; Academic Aptitude; Correlation; Critical Thinking; High School Seniors; High School Students; Secondary Education; Secondary School Curriculum; Student Characteristics; Verbal Ability; Preliminary Scholastic Aptitude Test; Watson Glaser Critical Thinking Appraisal + Suchen Sie Ihr Suchwort? Schulleistung; Korrelation; Kritisches Denken; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sekundarbereich; Mündliche Leistung
Abstract	A sample of 31 male and 31 female seniors participated in a study designed to correlate critical thinking achievement and scholastic aptitude. The subjects completed the "Watson Glaser Critical Thinking Appraisal" (WGCTA), and these scores were correlated with the subjects' scores for the "Preliminary Scholastic Aptitude Test" (PSAT), subject sex, and high school subgroup. The findings indicated strong positive relationships between critical thinking ability and the other variables. The results suggest that the inclusion of critical thinking in the high school curriculum is justified in light of its importance relative to scholastic aptitude and that sex has little bearing on the strength of the relationship between critical thinking ability and scholastic aptitude, making critical thinking instruction equally important for males and females. (RL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC