The Impact of Critical, Creative, Metacognitive, and Empathic Thinking Skills on High and Low Academic Achievements of Pre-Service Teachers
This study aims to determine how higher-order thinking skills—namely creative thinking, critical thinking, metacognitive thinking, and empathic thinking—impact the academic achievement of pre-service teachers at both low and high levels. The study was conducted using the predictive model. The case s...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-04-01
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| Series: | Journal of Intelligence |
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| Online Access: | https://www.mdpi.com/2079-3200/13/4/50 |
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| author | Hatice Kumandaş-Öztürk Özlem Ulu-Kalın |
| author_facet | Hatice Kumandaş-Öztürk Özlem Ulu-Kalın |
| author_sort | Hatice Kumandaş-Öztürk |
| collection | DOAJ |
| description | This study aims to determine how higher-order thinking skills—namely creative thinking, critical thinking, metacognitive thinking, and empathic thinking—impact the academic achievement of pre-service teachers at both low and high levels. The study was conducted using the predictive model. The case sampling method, a purposive sampling method, was used in the study. The study participants included 196 volunteer pre-service teachers attending Artvin Coruh University, Faculty of Education. The study data were analyzed using binomial logistic regression analysis. The analysis revealed that the academic achievement of the pre-service teachers varied significantly based on other higher-order thinking skills, except for empathy. Furthermore, the contributions of these variables to academic achievement were ranked based on Exp(β) (odds/likelihood). The findings demonstrated that all variables affected academic achievement, while creative thinking skills contributed most significantly, followed by critical thinking and metacognitive thinking skills. It was also determined that the contribution of empathy skills was not statistically significant (<i>p</i> > 0.05). It was observed that the increase in higher-order thinking skills led to greater academic achievement. Similarly, low higher-order thinking skills significantly led to a decrease in achievement. Thus, it could be recommended that learning activities be revised, and the number of activities aimed at improving thinking skills should be increased for the active acquisition of higher-order thinking skills in higher teacher training institutions. |
| format | Article |
| id | doaj-art-0c2bdf56fefa44f8985178571426eb07 |
| institution | OA Journals |
| issn | 2079-3200 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Journal of Intelligence |
| spelling | doaj-art-0c2bdf56fefa44f8985178571426eb072025-08-20T02:18:03ZengMDPI AGJournal of Intelligence2079-32002025-04-011345010.3390/jintelligence13040050The Impact of Critical, Creative, Metacognitive, and Empathic Thinking Skills on High and Low Academic Achievements of Pre-Service TeachersHatice Kumandaş-Öztürk0Özlem Ulu-Kalın1Faculty of Education, Artvin Coruh University, 08000 Artvin, TürkiyeFaculty of Education, Artvin Coruh University, 08000 Artvin, TürkiyeThis study aims to determine how higher-order thinking skills—namely creative thinking, critical thinking, metacognitive thinking, and empathic thinking—impact the academic achievement of pre-service teachers at both low and high levels. The study was conducted using the predictive model. The case sampling method, a purposive sampling method, was used in the study. The study participants included 196 volunteer pre-service teachers attending Artvin Coruh University, Faculty of Education. The study data were analyzed using binomial logistic regression analysis. The analysis revealed that the academic achievement of the pre-service teachers varied significantly based on other higher-order thinking skills, except for empathy. Furthermore, the contributions of these variables to academic achievement were ranked based on Exp(β) (odds/likelihood). The findings demonstrated that all variables affected academic achievement, while creative thinking skills contributed most significantly, followed by critical thinking and metacognitive thinking skills. It was also determined that the contribution of empathy skills was not statistically significant (<i>p</i> > 0.05). It was observed that the increase in higher-order thinking skills led to greater academic achievement. Similarly, low higher-order thinking skills significantly led to a decrease in achievement. Thus, it could be recommended that learning activities be revised, and the number of activities aimed at improving thinking skills should be increased for the active acquisition of higher-order thinking skills in higher teacher training institutions.https://www.mdpi.com/2079-3200/13/4/50creative thinkingcritical thinkingmetacognitive thinkingempathic thinkingacademic achievementlogistic regression |
| spellingShingle | Hatice Kumandaş-Öztürk Özlem Ulu-Kalın The Impact of Critical, Creative, Metacognitive, and Empathic Thinking Skills on High and Low Academic Achievements of Pre-Service Teachers Journal of Intelligence creative thinking critical thinking metacognitive thinking empathic thinking academic achievement logistic regression |
| title | The Impact of Critical, Creative, Metacognitive, and Empathic Thinking Skills on High and Low Academic Achievements of Pre-Service Teachers |
| title_full | The Impact of Critical, Creative, Metacognitive, and Empathic Thinking Skills on High and Low Academic Achievements of Pre-Service Teachers |
| title_fullStr | The Impact of Critical, Creative, Metacognitive, and Empathic Thinking Skills on High and Low Academic Achievements of Pre-Service Teachers |
| title_full_unstemmed | The Impact of Critical, Creative, Metacognitive, and Empathic Thinking Skills on High and Low Academic Achievements of Pre-Service Teachers |
| title_short | The Impact of Critical, Creative, Metacognitive, and Empathic Thinking Skills on High and Low Academic Achievements of Pre-Service Teachers |
| title_sort | impact of critical creative metacognitive and empathic thinking skills on high and low academic achievements of pre service teachers |
| topic | creative thinking critical thinking metacognitive thinking empathic thinking academic achievement logistic regression |
| url | https://www.mdpi.com/2079-3200/13/4/50 |
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