Psychological and pedagogical study of the nature of the critical thinking development in deviant adolescents (on the example of schoolchildren in Russia and Indonesia)

Abstract

The article presents a comparative analysis of the study of the critical thinking skills among the deviant adolescents from Russia and Indonesia. The authors offer the analysis of ideas on the concept of «critical thinking», its features, compare the academic points of view on its origin and aspects in domestic and foreign psychology. The study involved 80 teenagers, 40 from each country. According to the expert assessment made by teachers, the samples were categorized as an asocial type of deviant behavior group according to E.V. Zmanovskaya. The following methods were used: Test of Everyday Reasoning (TER), the Dembo-Rubinstein self-assessment test, Kettell Culture Fair Intelligence test. The found differences between the groups have been analyzed in the context of cultural and historical factors, features of the construction of educational programs, psychological aspects of the personality of children. The study showed that there is a significant relationship between the degree of self-esteem of Russian and Indonesian students and indicators of critical thinking and IQ. In our opinion, the leading factor in the development of critical thinking is a properly structured task taxonomy, created in the learning process, as well as a specially organized learning process, mainly including interactive forms of work.