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The current research was conducted with the aim of determining the effectiveness of flipped instruction method on disposition toward critical thinking (innovativeness, cognitive maturity and mental engagement) of students. The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research was made up of all the female students of the ninth grade of the first period of high school in the academic year of 2020-2021. To select the sample, first, using the available sampling method, two schools were selected from among the first secondary schools. Then, a 9th grade class was selected from each school and using random sampling method, the students of one of the classes were determined as the experimental group and the students of the other class as the control group. The students of the experimental group were taught using the flipped instruction method. Ricketts' (2003) critical thinking disposition questionnaire was used to collect data. The data were analyzed using the statistical method of analysis of covariance. The findings showed that the flipped instruction method was effective on disposition toward critical thinking (innovativeness, cognitive maturity and mental engagement) of students and increased the disposition toward critical thinking (innovativeness, cognitive maturity and mental engagement) of students in experimental group. Therefore, the research hypothesis was confirmed (p<0.01). According to the results of this research, it can be concluded that the use of the flipped instruction method by teachers can be effective in increasing the disposition toward critical thinking (innovativeness, cognitive maturity and mental engagement) of students, and as a result, it can lead to better performance of students. In fact, the reverse education method is an effective way of teaching and learning in the world, which should become part of the comprehensive lifelong learning system in schools.

The aim of this study was the role of organizational culture in organizational citizenship behavior mediated by the tendency to critical thinking. The research method is descriptive correlation. The statistical population included all secondary school teachers in district one of Khorramabad city in the academic year 1399-400. 265 people (147 females, 118 males) were selected as the research sample by relative stratified random sampling. Data were collected using the Denison (2000) Organizational Culture Questionnaire, Farah and Oregon (1997) Organizational Citizenship Behavior Questionnaire, and Ricketts (2003). Pearson correlation coefficient, structural equation model and good fit indices were used to analyze the research data and bootstrap method was used to investigate the indirect relationships of the paths.

The findings of this study showed that the hypothetical model of organizational citizenship behavior based on organizational culture mediated by the tendency to critical thinking of secondary school teachers in district one of Khorramabad city is worthy of the data. The results of structural equation model showed that organizational culture has a direct effect on organizational citizenship behavior and tendency to critical thinking (p <0/01); Also, the path coefficient β from the tendency to critical thinking to organizational citizenship behavior is statistically significant (p <0/01).Indirect results of the paths showed that organizational culture does not have an indirect effect on organizational citizenship behavior through the mediation of the tendency to critical thinking.

The present study was conducted with the aim of comparing the tendency towards critical thinking and academic self-efficacy among students of Khoramabad Farhangian University. In terms of its goal, the present study is an applied one and when it comes to data collection is a quantitative one based on causal_ comoarative approach . The statistical population included all male and female students of Khoramabad University of Technology (948 people). The Sample size was determined by using the Kriegsi and Morgan tables of 274 students. They were selected by stratified sampling. To collect data, the Uniform Fellowship Self-Efficacy Questionnaire and Rickets's Critical Thinking Questionnaire were used. For data analysis, Kolmogorov-Smirnov test, T-test, Multivariate analysis of variance analysis and univariate analysis of variance were utilized by SPSS software. The results showed that the mean scores of the tendency towards critical thinking in male students were higher than girls 'mean scores, and Mean scores of academic self-efficacy in female students were also higher than male students' mean scores.

The purpose of the present study was to investigate the effectiveness of Quranic Tales on philosophical mentality and critical thinking disposition in sixth grade female students. The research method was quasi-experimental,Using the cluster sampling method, the sample size was selected from all sixth grade elementary school students in Qaen city, Two classes were selected from the above students, 20 in the experimental group and 20 in the control group. Philosophical mentality questionnaire and Critical thinking disposition questionnaire were used for data collection. Data analysis was performed using SPSS software and covariance test. The results showed that the use of Qur'anic Tales has a positive effect on enhancing philosophical mentality and critical thinking disposition in elementary students. Therefore, it is recommended for those involved in primary education to consider the use of Qur'anic Tales in primary schools. Key words: Qur'anic Tales, philosophical mentality, critical thinking dispositionKey words: Qur'anic Tales, philosophical mentality, critical thinking disposition

The purpose of the present study was to investigate the role of critical thinking components in predicting self-efficacy (effort, self-regulation, and diligence) among the students of Isfahan University of Medical Sciences. Statistical population of the study included 609 students of Isfahan University of Medical Sciences, and 361 students were selected via random sampling as the statistical sample. The data were collected using both standard questionnaire and a researcher-made questionnaire whose reliability was confirmed by experts in the field. The validity of the whole questionnaire was also calculated at 0.90 via Cronbach alpha. Collected data were analyzed by SPSS 20 applications. Results, according to research hypotheses, revealed that both the components of cognitive maturity and engagement, as dimensions of tendency to critical thinking, in the first hypothesis, have an impact on students’ effort. However, the relationship between the component of innovation and students’ effort were rejected. In the second hypothesis, moreover, it was confirmed that the components of innovativeness and engagement can predict students’ self-regulation. That is, there was a significant relationship between the components of innovativeness and engagement with students’ self-regulation. Nevertheless, it was revealed that the component of cognitive maturity has no impact on students’ self-regulation.

Parents and children in adolescence are established new relationships with each other.This study aims to show how Training Educational pattern have influenced the Improving Parent-Child Relationship with Subsequent critical thinking. In this study quasi-experimental pretest-posttest control group method have been used. Statistical population of all female students in twelfth grade schools in Birjand is intended to achieve main objective of this study. Pattern group is selected by using the cluster sampling multistage method and choosing a typical school randomly in city of Birjand and choosing two majors randomly considering the a school class as a sampling unit and finaly samples generated be divided into groups experimental and control groups. Parent-child relationship questionnaire Fine, Morland and Schwebel (1983), and critical thinking Ricketts (2003) hase been used to measure these variables. data created were analyzed through Multivariate covariance examination. The result indicates that parent-child relationships are improved by Educational pattern. Also it was demonstrated that relationship improvement due to Educational pattern increased children’s critical thinking in aspect of creativity& commitment. It should be noted that according to the results besides the improving parent-child relationships due to educational model training, critical thinking dispositions in children is increased as well.

This study aimed to design a structural equation model of effective factors on the teacher's tendency toward critical thinking.

Research statistical population consisted of teachers of district 4 of Karaj. Considering that how and what extent the influence of this factors can be done with using structural equation and analyzing of factors. Methods, in terms of descriptive data collection approach, are the kind of measurement and objective. The instrument used in this study is standard questionnaires tended to critical thinking Ricketts, questionnaires for the measuring of ethical leadership is Dahoogh, and to meeting of spiritual intelligence has been applied Heldberent questionnaire and organizational learning based on Nife model, the final question was 57 and 375 samples were randomly selected that sample size is according to category relative formula based on Morgan table. Content reliability of questionnaire was confirmed by experts and other to analyze the data was used Pearson correlation and LISREL software and structural equation modeling.

Findings: The result showed that the extent of the tendency critical thinking, emotional, intelligence, ethical leadership and teacher's organizational learning were higher than average value. There was a significant positive correlation between effective factors to critical thinking involving moral leadership, spiritual intelligence and organizational learning.

As a result of the factors that could affect critical thinking, ethical leadership, and organizational learning were spiritual intelligence.

Abstract: The present paper examines critical thinking disposition and its relation with the academic performance among master's degree students of Humanities, Language-literature and Engineering faculties at Yazd University. The sample consisted of 280 students of both genders from the three faculties who were selected by random classification sampling. Ricketts's Critical Thinking Disposition Inventory (2003) was used. The Data were analyzed using Factor analysis and Pearson correlation. Results show that most students had normal disposition to critical thinking.Research results showed that there waz a positive and significant correlation between critical thinking disposition and academic performance. Also, the results showed that critical thinking disposition of Humanities faculty students was significantly higher than the Engineering faculty. There was not significant differences between male and female students in the use of critical thinking disposition. The study also showed the need to conduct research on teaching and assessment methods and their impact on critical thinking disposition.

The goal of this study was to investigate students’ experiences in classrooms based on developing critical thinking. This research was qualitative and conducted at two levels. At the first level, all available digital and in print resources associated with critical thinking were used. And the second level was phenomenological study and included all high school male and female students in Marvdasht city who were selected using purposive sampling congruent. At the first level of the study, after reading the sources, note taking method was used to collect information, and at the second level the information was gathered using semi-structured interviews and then analyzed by a qualitative content analysis with inductive categorization. The result of the first part shows that critical thinking concept should be investigated in both fields of psychology and philosophy. While philosophers emphasis on the nature and quality of critical thinking, psychologists focus on cognitive process and components used to investigate the practical problems. So Philosophers emphasize on critical thinking attitudes but psychologists focus on critical thinking skills. In the second part findings showed that teaching in high schools classrooms and what students experience in classes aren’t based on developing critical thinking.

The study aims to investigate the critical thinking disposition expressed in a causal model in which the mediation of religious orientation is studied in relation to family communication patterns and critical thinking.
The method used in the research is descriptive. The population includes students studying at Shiraz University in 2012-2013 academic year, among which 352 students (189 male and 163 female) were selected using multistage cluster sampling method. The data collection tools used in the research were Family Communication Patterns Questionnaire, Religious Self-Regulatory Questionnaire, and Critical Thinking Disposition Inventory, the reliability of which was determined using Cronbach’s Alpha Coefficient and the validity of which was determined using factor analysis method. The results showed that the tests had acceptable reliability and validity.
Findings: Hypothetical model was analyzed using path analysis method, and to do this, the sequential multiple regression of Baron and Kenny was used simultaneously. Results demonstrated that family dialogue orientation predicts the critical thinking disposition positively and conformity orientation predicts this disposition negatively. Both the family communication patterns predict religious orientation. Simulated religious orientation predicts the critical thinking disposition positively, and internalized religious orientation predicts the disposition negatively. The results of mediation survey showed that dialogue orientation mediated by simulated religious orientation tends to improve critical thinking, while family conformity mediated by internalized religious orientation tends to decrease critical thinking.

The aim of this study is to predict the trend of critical thinking based on epistemological beliefs and classroom psychosocial climate of the student in Yazd University. This study was a type of descriptive-correlation and statistical population consisted of Yazd University students who are in the Faculty of Humanities, Science and Engineering. That with the randomcluster sampling method 120 students (63 girls and 57 boys) were selected for the sample. Participants answered to critical thinking disposition of Ricketts, epistemological of Schommer and classroom psychosocial climate’s questionnaire. Data were analyzed by using synchronic regression test and t-test were analyzed by using SPSS 22 software. The results of findings showed that there are significant and negative correlation between epistemological beliefs and critical thinking dispositions. Also the t-test results indicate gender difference in the discipline (p > 0/05). this study showed that epistemological beliefs predict the critical thinking disposition but classroom psychosocial climate is not the predictor to critical thinking disposition.

The aim was investigation of Effectiveness of Paul’s critical thinking model on critical thinking disposition and life skills with notice of divergent and convergent thinking styles’ mediate role. With Purposive sampling methods; on the base of students’ volunteer and screening by kolb’s learning styles inventory among 440students، 120 students were selected. They placed randomly on the base of thinking styles in 30-person four groups: 2 controls and 2 experimental groups. Each groups include divergent and convergent thinking. In the first week، pretests (California critical thinking disposition and life styles) did. Ten life styles was instructed to experimental groups with Paul’s model and used lecture for control groups. and post posttests Repeated for all groups in the last week. 1. experimental convergent group (ECG) in systematic، disposition to problem solving situation and analytic; and experimental divergent group (EDG) in truth seeking and inquisitive had higher scores. 2. ECG in decision making، communication; and EDG in empathy، critical and creative thinking had higher scores. Using moderate variable (convergent and divergent thinking styles) can be moderate instruction effect of Paul’s model on critical thinking disposition and life skills.

Critical thinking, critical disposition and creativity skills are regarded to be as important output of any educational system. The rapid changes of today's world in all aspects of life, information explosion and lack of thinking skills e.g. critical thinking and creativity in students to cope with future problems have emphasized the crucial of these skills. This study intended to help students to develop their mental skills by de Bono’s six thinking hats technique. This technique covers every topics and problems from different points and dimensions. Six colorful hats e.g. positive, negative, affection, creative, impartial, and control specifies six points of view. Pre–post, test control group design was applied to gain these aims. California Critical Thinking Disposition Inventory (CCTDI) - Farsi Version- and Abedi’s Creativity test were used to examine the effects. Since the groups were intact (school classes), Analysis of Covariance (ANCOVA) for total scores of scales and their subscales were carried out after the intervention. The results show significant difference (higher) of disposition in experimental group, but no significant difference in creativity among the groups. The direct instruction of thinking skills by six thinking hats technique can boost student's critical thinking disposition, but not creativity.

This research examined the relationship between critical thinking disposition,learning approaches and academic performance of graduate students of Yazd University. Statistical sample consisted of 280 students of both genders from three faculties who were selected through random classification sampling. Ricketts's Critical Thinking Disposition Inventory (2003) and Entwestle & Tait Assessment of Approaches and Study Skills Inventory for Students (1997) were used. Research results showed that there is a positive and significant correlation between critical thinking disposition and academic performance. Significant and positive correlation between deep and strategic approach with academic performance and significant and negative correlation between surface approaches and academic performance was also found. Moreover, significant and positive correlation between deep and strategic approaches with critical thinking disposition and significant negative correlation between surface approach and critical thinking disposition was observed as well. Regression analysis also showed that from among learning approaches (Deep, surface and strategic) and critical thinking disposition, only surface and strategic approaches predicted the college student's academic performance in a significant way.

The purpose of this research was survey of relation between hidden curriculum components and dimensions of students’ tendency to critical thinking. Methodology of the research was descriptive correlation. The sample included 381 students of Shahed University and two indicators of measurement of university hidden curriculum dimensions and standard index of tendency to California students’ critical thinking (2001) were used. Validity of indicators of measurement of university hidden curriculum dimensions was approved by some of relevant experts while its reliability in two positive and negative aspects by Cronbach’s alpha was respectively 0.88 and 0.86. Index of California students’ tendency to critical thinking had appropriate validity and according to Cronbach’s alpha its reliability was 0.90. Findings showed that: 1- there is significant correlation between hidden curriculum components and seven dimensions of Shahed University students’ tendency to critical thinking (some of positive and negative aspects of hidden curriculum components had significant positive and negative correlation with some special dimensions or whole tendency to critical thinking). 2- The correlation between all positive components of hidden curriculum and tendency to thinking broadly was direct and significant. 3- The correlation between all negative components of hidden curriculum and dimensions of analysis, curiosity, maturity in judgment, truth seeking, thinking broadly, as well as whole dimensions of tendency to critical thinking was reverse and significant. 4- Regression models in form of four-variable equation for analysis of relative share of hidden curriculum components for prediction of tendency to critical thinking (whole) indicated that components of “negative aspect of content of major’s courses” (b= -0.174), “negative aspect of evaluation of academic success” (b= -0.149), “positive aspect of content of major’s courses” (b= -0.142), and “positive aspect of professors’ methodology” (b= 0.100) totally have provided 30.2% of total variance for students’ tendency to critical thinking including significant negative (reverse) or positive (direct) relations (sig= 0.000; F= 20.21).

Recently، studying on critical thinking disposition and its related factors as one of the teacher’s professional competences has attracted many education experts. The present study investigated the trend of critical thinking in high school teachers and its role in their preferred teaching style. The study was descriptive and correlation. The study population included all of 4115 female high school teachers in the city of Mashhad in 2012-2013 academic year. Kukran formula and cluster random sampling of 110 teachers were selected. Research tools were the questionnaire of teaching style (Mousa Poor، 1998) and critical thinking disposition criteria of Ricketts (2003). The findings from this study showed a significant meaning (r = 0. 48، p < 0. 001) and teachers tendency toward active teaching style was more than passive and the overall critical thinking disposition of teachers was desirable.

The present study was conducted to investigate the relationship between epistemological beliefs and anti-intellectual beliefs with critical thinking disposition. The study sample consisted of 2180 M. A. students of Yazd University. A sample of 360 persons were selected by cluster sampling according to the Morgan-Krejcie table from the faculties of Humanities, Science and engineering. To measure the variables of the study three questionnaires were used: Schommer’s epistemological beliefs questionnaire with five dimensions of simple assuming of knowledge, definite assuming of knowledge, source of knowledge, innate assuming of learning ability and quick assuming of learning process to measure epistemological beliefs Eigenberger and sealander’s student anti-intellectualism scale and Ricketts’ critical thinking disposition inventory with three dimensions of innovativeness, maturity and engagement check anti-intellectual beliefs. The data was also analyzed using Pearson correlation and stepwise multiple regression. The results showed that epistemological beliefs and anti-intellectual beliefs had a negative significant relationship with the critical thinking disposition. The results of multiple regression analysis also showed that among the dimensions of the epistemological beliefs, source of knowledge with a positive beta (0.106), definite assuming of knowledge with beta (-0.11) and innate assuming of learning ability with beta (-0.23) predicts the critical thinking disposition negatively. Anti-intellectual beliefs with a negative beta (-0.37) has a role in the prediction of the critical thinking disposition. Generally, findings of the present study show that it is necessary to identify the role of epistemological beliefs and recognition of the anti-intellectual beliefs in the quality of critical thinking students’ dispositions.

Students are usually faced with a host of information and stimuli, and in order to use them properly and make the right decisions, they are obliged to evaluate and critique them. Then, they need to accrue critical thinking and process related to it such as critical thinking disposition. So, research about the facts that affect and are related to critical thinking disposition is important. Studies conducted on intrinsic motivation have shown that environment plays a key role in this regard. Family, school and community contexts all have an important role in the formation of critical thinking. Despite the theoretical research conducted on the relationship among the parental perception, motivation and critical orientation, the need to study such relationships in a single study is felt. Family and understandings relating to it have a significant role in the inclination toward critical thinking, and according to SDT theory of motivation and the related processes, this relationship is mediated through motivation. It can, therefore, be mentioned that parental perceptions directly and through motivational processes are related to critical thinking. Research Question: This study was aimed at investigating the relationship between the perception of parenting and motivation with critical thinking disposition based on a causal model. The research question focuses on whether the proposed model fits the data collected from the university students? The statistical population of the research included students of BA level at Ferdowsi University of Mashhad in the academic year 1389-90. The sample included 359 students that were selected through non-proportional stratified sampling. The data collection instruments were California Critical Thinking Disposition (Facione & Facione, 1992, as cited in Nowshadi & Khademi, 2010), Perception of Parents Scale (Grolnick, Ryan & Deci, 1991), and the Work Preference Inventory (Amabile, 1994). Cronbach's alpha reliability of the Perception of Parents Scale in the original source has been reported to vary from 0.79 to 0.86 (Kareshk1, 2008). The Persian version of this scale has a good alpha coefficient for the subscales. In a study, the results of factor analysis with varimax rotation showed that only 40 items with six factors underlay the sacle (Tanhaye Rshvanlv, 2009). Therefore, we can say that scale has good validity and reliability for Iranian students. The reliability and validity of the California Critical Thinking Disposition scale have been verified for Iranian students by Nowshadi and Khademi (2010). The reliability and validity of Work Preference Inventory have also been verified for Iranian students by Shaykholeslami and Razavi (2005). Pearson correlation coefficient and SEM were used for analyzing the data. To test the proposed model, the data were collected and necessary assumptions for SEM such as independence of errors, normality, multivariate normality and multi-co linearity were verified. The results are reported in two parts. The results indicated that there was a significant and positive relationship between the perception of parenting and academic motivation (r=.13, p<0.05). There was also a significant and positive relationship between the perception of parenting and critical thinking disposition (r=.11, p<0.05) and also between motivation and critical thinking disposition (r=.35, p<0.01). The results of structural equating modeling showed that the proposed model fitted the data and that critical thinking disposition is predictable by the perception of parenting and intrinsic motivation (GFI=0.94, RSMEA = 0.05, 2=193.30, df=82, GFI=0.94, AGFI =0.92, 2/df=2.35). In other words, the perception of parenting is related to critical thinking disposition directly and indirectly through intrinsic motivation. The results speak of the direct effect of perceived parental perceptions on critical thinking dispositions (.13), the direct effect of parental perceptions on motivation (.57), the direct effect of motivation on critical thinking dispositions (.55) and the indirect effect of parent's perceptions on critical thinking (.31). This indicates that the indirect pathway of parental perceptions to critical attitudes is a stronger direction. In this study, the relationship between parental perceptions and motivations with critical thinking dispositions was examined. The results of structural equation modeling analysis provided support for the research hypothesis; that is, motivation and perceived parental disposition correlate with critical thinking; and there exists an indirect relationship between the perceived parental disposition and critical thinking through intrinsic motivation. Overall, parent's perceptions and motivations are able to predict changes of critical thinking dispositions. In other words, students who have a higher internal motivation tend to have higher critical thinking. These results are consistent with other studies (Jafari sani, Pakmhr & Malekzadeh, 2011; Fan, 2009; Byvrs, 2010; Gayvdt, 2010). Another path through which this model was tested was the relationship between parental perception and motivation. The findings of the research are consisting with others (Fancy & Karshky, 1388; Sbry, 2006; Shaw, 2008; Ryvrs, 2008; Huang, 2007; Gottfried, Fehling, & Gatfyrd, 1994). According to the results, it is important to instruct the parents to help develop critical thinking skills in their children. Given the impact that motivation has on critical thinking, more research is needed to identify how to improve aspects of motivation.