Relationship of critical thinking and its dimensions with university student's social self-esteem and happiness

Nowadays, the aim of the science education is to train individuals who can adapt to different conditions, contemplate in a flexible manner, have creative thinking, solve problem multi-dimensionally, use knowledge process skills while solving the problems, consider the world by a scientist’s point of view, embrace others respectfully and tolerate different ideas. The present study was conducted aiming at investigating the relationship between critical thinking and its dimensions with happiness and social self-esteem in students. This descriptive cross-sectional study was undertaken on 200 postgraduate students in Kangavar Payam-e-Noor University in 2011. The instruments used were Oxford happiness questionnaire, Ricketts critical thinking questionnaire (2003), and the Lawson, Marshall, & McGrath social self esteem. Data were analyzed using SPSS 18 statistical software and independent T-test, Pearson correlation coefficient and stepwise regression analysis. The highest mean among variables was associated with social self-esteem (162±27.62) and the lowest one was related to the growth (30±5.04). There was a positive and significant correlation between research variables. No significant relationship was observed just between growth and happiness. Critical thinking and its dimensions (except for growth) were able to predict happiness as well as social self-esteem. Critical thinking play principal role in happiness and social self-esteem in college students.