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Teaching Critical Thinking Skills: Ability, Motivation, Intervention, and the Pygmalion Effect

Howard, Larry ; Tang, Thomas ; Jill Austin, M.

Journal of Business Ethics, 2015, Vol.128(1), pp.133-147 [Peer Reviewed Journal]

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  • Title:
    Teaching Critical Thinking Skills: Ability, Motivation, Intervention, and the Pygmalion Effect
  • Author: Howard, Larry ; Tang, Thomas ; Jill Austin, M.
  • Description: Using a Solomon four-group design, we investigate the effect of a case-based critical thinking intervention on students’ critical thinking skills (CTA). We randomly assign 31 sessions of business classes ( N  = 659 students) to four groups and collect data from three sources: in-class performance (CTA), university records (ACT, GPA, and demographic variables), and Internet surveys (learning and motivational goals). Our 2 × 2 ANOVA results showed no significant between-subjects differences. Contrary to our expectations, students improve their critical thinking skills, with or without the intervention. Female and Caucasian students improve their critical thinking skills, but males and non-Caucasian do not. Positive performance goals and negative mastery goals enhance and decrease improvements of their CTA scores, respectively. ACT and age are related to pre- and post-test. Gender (male) is related to pre-test. GPA is related to post-test. Results shed light on the Pygmalion effect, the Galatea effect, ability, motivation, and opportunity as signals for human capital, and business ethics.
  • Is Part Of: Journal of Business Ethics, 2015, Vol.128(1), pp.133-147 [Peer Reviewed Journal]
  • Identifier: ISSN: 0167-4544 ; E-ISSN: 1573-0697 ; DOI: 10.1007/s10551-014-2084-0
  • Subjects: Critical thinking skills ; Ability ; Motivation ; Race ; Self-fulfilling prophesy ; Priming effect
  • Language: English

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