Critical Thinking Dispositions as Predictors of Self-Regulation

Background/Purpose

Zimmerman (2008) defines self-regulated learning (SRL) as self-directed processes and beliefs that enable learners to transform cognitive abilities into academic performance. Though a predisposition to critical thinking (CT) is implied, Zimmerman does not overtly link the two constructs. This study, therefore, examines CT dispositions as predictors of self-regulation in a physical activity setting.

Method

Upon institutional approval, 361 students (155 male; 206 female) enrolled in physical activity classes at a southern university completed questionnaires assessing CT dispositions and SRL during regularly scheduled physical activity classes. Both questionnaires demonstrated acceptable psychometric properties.

Analysis/Results

Regression analyses revealed that Inquisitiveness was a predictor of Intrinsic Regulation (ß=.209, t=3.016, p=.003), while Maturity was a predictor of External Regulation (ß=-.196, t=-3.107, p=.002).

Conclusions

Since self-regulated learners are viewed as proactive managers of their learning and are cognitively engaged in the learning process (Greene & Azevedo, 2007), a predisposition toward CT might represent a necessary characteristic. Inquisitiveness addresses an individual's intellectual curiosity and desire to learn while maturity acknowledges that not all issues have clearly defined answers. Inquisitiveness as a predictor of intrinsic regulation is indicative that one is interested, enjoys and takes satisfaction in being curious. Maturity as a negative predictor of external regulation may be an indication that if regulated by the environment (compliance, external rewards/punishment), learners need to be open to other alternate viewpoints and mature enough to accept them.

Further research across multiple physical activity contexts is required, however, to accrue a comprehensive profile of critical thinking dispositions and their relationships to self-regulation.