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Journal of Business Ethics

Erschienen in:

01.04.2015

Teaching Critical Thinking Skills: Ability, Motivation, Intervention, and the Pygmalion Effect

verfasst von: Larry W. Howard, Thomas Li-Ping Tang, M. Jill Austin

Erschienen in: Journal of Business Ethics | Ausgabe 1/2015

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Abstract

Using a Solomon four-group design, we investigate the effect of a case-based critical thinking intervention on students’ critical thinking skills (CTA). We randomly assign 31 sessions of business classes (N = 659 students) to four groups and collect data from three sources: in-class performance (CTA), university records (ACT, GPA, and demographic variables), and Internet surveys (learning and motivational goals). Our 2 × 2 ANOVA results showed no significant between-subjects differences. Contrary to our expectations, students improve their critical thinking skills, with or without the intervention. Female and Caucasian students improve their critical thinking skills, but males and non-Caucasian do not. Positive performance goals and negative mastery goals enhance and decrease improvements of their CTA scores, respectively. ACT and age are related to pre- and post-test. Gender (male) is related to pre-test. GPA is related to post-test. Results shed light on the Pygmalion effect, the Galatea effect, ability, motivation, and opportunity as signals for human capital, and business ethics.

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Titel: Teaching Critical Thinking Skills: Ability, Motivation, Intervention, and the Pygmalion Effect
verfasst von: Larry W. Howard
Thomas Li-Ping Tang
M. Jill Austin
Publikationsdatum: 01.04.2015
Verlag: Springer Netherlands
Erschienen in: Journal of Business Ethics / Ausgabe 1/2015
Print ISSN: 0167-4544
Elektronische ISSN: 1573-0697
DOI: https://doi.org/10.1007/s10551-014-2084-0

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