Predictors of Critical Thinking in Spanish University Students

Abstract

Critical thinking (CT) is essential for the academic and professional success of university students, yet understanding its complexities remains challenging. This study examines the impact of various predictors on CT and its dimensions (argument analysis/evaluation and problem-solving) among Spanish university students. Using a hierarchical linear regression model with three levels, incorporating individual and contextual variables, data from a sample of 5,238 students across various Spanish universities were analysed. The results revealed significant effects of several predictors on CT and its dimensions, including gender (favouring males), year of study (favouring students in higher years), academic performance (favouring students with higher grades), type of degree (favouring students in double degree programs), and university ownership (favouring public universities). The study underscores the importance of addressing these predictors to enhance CT and promote academic and professional success. Recognising limitations, further research is needed to explore additional predictors, refine models, and deepen the understanding of CT in higher education.