Using demographic variables to predict graduating university students’ critical thinking disposition

• Ahmet Karahan

  European University of Lefke

• Gökhan İskifoğlu

  European University of Lefke

We explored the extent to which 7 dimensions (truth-seeking, open-mindedness, analyticity, systematicity, inquisitiveness, critical thinking, self-confidence, and maturity of judgment) of the critical thinking disposition of graduating university students can be explained by their reading habits, age, university entrance examination grade, cumulative grade point average, family socioeconomic level, mother’s education level, and father’s education level. Participants comprised 1,164 students who were graduating from various universities in Turkey. We used descriptive and inferential approaches to data analysis. Results indicate that reading habits was the most significant first-order factor predicting a strong critical thinking disposition, followed by mother’s education level, cumulative grade point average, and university entrance examination grade. Age and father’s education level explained the smallest amount of variance in critical thinking disposition. Implications of the results are discussed.

1. Ahmet Karahan, European University of Lefke
   Department of Educational Management and Evaluation
2. Gökhan İskifoğlu, European University of Lefke
   Department of Classroom Teaching

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