Developing a critical thinking model based on moral justice and cognitive abilities mediated by metacognition in students

Abstract

The purpose of this study was to develop a critical thinking model based on moral justice and cognitive abilities mediated by metacognition in students. Therefore, the research method was correlation type and the statistical population included all the students of Semnan city, based on Norman and Streiner's (2003) view, 300 of them were selected as a sample using the sampling method. Data collection tools included Ricketts (2003) Critical Thinking Questionnaire, the short form of the Wells Metacognition Questionnaire (1997), the Rescue Cognitive Abilities Questionnaire (2013), and the Birger Ethical Justice Questionnaire (2012); Data analysis was performed using Amos software and path analysis method. Findings showed that there is a significant positive relationship between metacognitive, moral justice and cognitive ability with critical thinking 0.24, 0.45 and 0.21, respectively. The results of structural equations also showed that there is a significant relationship between cognitive ability and moral justice indirectly through the mediation of metacognitive beliefs with critical thinking; There is also a direct and significant relationship between critical thinking and metacognitive beliefs with moral justice and cognitive ability, and the assumed model indices has also shown that the model has a suitable and acceptable fit. Based on the findings of the research, the necessity of combining different structures in individual performance was confirmed, so it is suggested that, by confirming the above relationships, basic education should be paid attention to by experts and planners from early childhood and in preschool stages.

Keywords

• critical thinking
• moral justice
• cognitive abilities
• metacognition