Critical Thinking as a Predictor of Self-Esteem of University Students
Bibliographic record
Abstract
This study aimed to examine the predictive role of critical thinking on university students’ self-esteem. The participants of the study included 433 undergraduate students in a variety of programs. Of the 433 students, 294 were female while 139 male, and the mean age was 20.2 years. Data collection tools included the California Critical Thinking Scale and Coopersmith Self-Esteem Inventory. The relationship between the critical thinking and self-esteem of university students were determined using correlation analysis and multiple regression analysis. The findings of the correlation analysis showed that analyticity, open-mindedness, inquisitiveness, self-confidence, truth-seeking, and systematicity were significantly correlated with self-esteem. In addition, a regression analysis showed that self-esteem was predicted by open-mindedness, inquisitiveness, and self-confidence. Keywords: Critical Thinking, Self-Esteem, University Students, Multiple Regression Analysis, Self-Confidence Cette étude avait comme objectif d’examiner le rôle prédictif de la pensée critique sur l’estime de soi des étudiants à l’université. Les participants à cette étude comprenaient 433 étudiants provenant de différents programmes du premier cycle, dont 294 femmes et 139 hommes d’un âge moyen de 20,2 ans. Parmi les outils de collecte de données, notons le California Critical Thinking Scale et le Coopersmith Self-Esteem Inventory. Le rapport entre la pensée critique et l’estime de soi des étudiants à l’université a été établi par une analyse de corrélation et une analyse de régression multiple. Les résultats de l’analyse de corrélation indiquent que l’analyticité, l’ouverture d’esprit, la curiosité, la confiance en soi, la recherche de la vérité et la systématicité présentent une corrélation significative avec l’estime de soi. De plus, une analyse de régression a indiqué que l’ouverture d’esprit, la curiosité et la confiance en soi étaient des facteurs prédictifs de l’estime de soi. Mots clés : pensée critique; estime de soi; étudiants d’université; analyse de régression multiple; confiance en soi
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.016 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.010 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".