How do self-regulation and effort in test-taking contribute to undergraduate students’ critical thinking performance?

• DOI: 10.1080/03075079.2023.2227207
• Publication Date: 2023-06-21T17:23:21Z
• Authors: Heidi Hyytinen; Kari Nissinen; Katri Kleemola; Jani Ursin; Auli Toom
• Keywords: Bachelor

Critical thinking is a multifaceted construct involving set of skills and affective dispositions together with self-regulation. The aim this study was to explore how self-regulation effort in test-taking contribute undergraduate students' performance critical assessment. data were collected 18 higher education institutions Finland. A total 2402 students at the initial final stages their bachelor degree programmes participated study. An open-ended task, namely Collegiate Learning Assessment (CLA+) International, assigned assess thinking, self-report questionnaire used measure test-taking. Information on time also utilised analysis. interrelations between variables analysed correlations structural equation models. results indicate that has only indirect effects task scores, as mediating variables. More precisely, planning contributed indirectly through effort, while monitoring had no significant relation performance. findings did not differ initial-stage final-stage students. model explained 36% variation scores for 27% performance-based assessments should be carefully designed implemented better capture nature thinking.