How do self-regulation and effort in test-taking contribute to undergraduate students’ critical thinking performance?

References

• Aloisi, C., and A. Callaghan. 2018. “Threats to the Validity of the Collegiate Learning Assessment (CLA+) as a Measure of Critical Thinking Skills and Implications for Learning Gain.” Higher Education Pedagogies 3 (1): 57–82. https://doi.org/10.1080/23752696.2018.1449128.
   Web of Science ®Google Scholar
• Arum, R., and J. Roksa. 2011. Academically Adrift: Limited Learning on College Campuses. Chicago, IL: University of Chicago Press.
   Google Scholar
• Badcock, P., P. Pattison, and K. L. Harris. 2010. “Developing Generic Skills Through University Study: A Study of Arts, Science and Engineering in Australia.” Higher Education 60 (4): 441–58. https://doi.org/10.1007/s10734-010-9308-8.
   Web of Science ®Google Scholar
• Bagheri, F., and A. Ghanizadeh. 2016. “Critical Thinking and Gender Differences in Academic Self-Regulation in Higher Education.” Journal of Applied Linguistics and Language Research 3 (3): 133–45.
   Google Scholar
• Bensley, D., C. Rainey, M. P. Murtagh, J. Flinn, C. Maschiocchi, P. C. Bernhardt, and S. Kuehne. 2016. “Closing the Assessment Loop on Critical Thinking: The Challenges of Multidimensional Testing and Low Test-Taking Motivation.” Thinking Skills and Creativity 21 (September): 158–68. https://doi.org/10.1016/j.tsc.2016.06.006.
   Google Scholar
• Boekaerts, M., and E. Cascallar. 2006. “How Far Have We Moved Toward the Integration of Theory and Practice in Self-Regulation?” Educational Psychology Review 18 (3): 199–210. https://doi.org/10.1007/s10648-006-9013-4.
   Web of Science ®Google Scholar
• Braun, H. 2019. “Performance Assessment and Standardization in Higher Education: A Problematic Conjunction?” British Journal of Educational Psychology 89 (3): 429–40. https://doi.org/10.1111/bjep.12274.
   PubMed Web of Science ®Google Scholar
• Braun, H., R. J. Shavelson, O. Zlatkin-Troitschanskaia, and K. Borowiec. 2020. “Performance Assessment of Critical Thinking: Conceptualization, Design, and Implementation.” Frontiers in Education 5: 156. https://doi.org/10.3389/feduc.2020.00156.
   Google Scholar
• Davey, T., S. Ferrara, P. W. Holland, R. J. Shavelson, N. M. Webb, and L. Wise. 2015. Psychometric Considerations for the Next Generation of Performance Assessment. Washington, DC: Center for K-12 Assessment & Performance Management, Educational Testing Service. https://www.ets.org/Media/Research/pdf/psychometric_considerations_white_paper.pdf.
   Google Scholar
• Ennis, R. H. 1996. “Critical Thinking Dispositions: Their Nature and Assessability.” Informal Logic 18 (2), https://doi.org/10.22329/il.v18i2.2378.
   Google Scholar
• Ercikan, K., and M. E. Oliveri. 2016. “In Search of Validity Evidence in Support of the Interpretation and Use of Assessments of Complex Constructs: Discussion of Research on Assessing 21st Century Skills.” Applied Measurement in Education 29 (4): 310–8. https://doi.org/10.1080/08957347.2016.1209210.
   Web of Science ®Google Scholar
• Evens, M., A. Verburgh, and J. Elen. 2013. “Critical Thinking in College Freshmen: The Impact of Secondary and Higher Education.” International Journal of Higher Education 2 (3): 139. https://doi.org/10.5430/ijhe.v2n3p139.
   Google Scholar
• Facione, P. A. 1990. Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction. The Delphi Report. Millbrae, CA: California Academic Press.
   Google Scholar
• Ghanizadeh, A., and S. Mizaee. 2012. “‘EFL Learners’ Self-Regulation, Critical Thinking and Language Achievement.” International Journal of Linguistics 4 (3): 444–61. https://doi.org/10.5296/ijl.v4i3.1979.
   Google Scholar
• Gurcay, D., and H. O. Ferah. 2018. “‘High School Students’ Critical Thinking Related to Their Metacognitive Self-Regulation and Physics Self-Efficacy Beliefs.” Journal of Education and Training Studies 6 (4): 125. https://doi.org/10.11114/jets.v6i4.2980.
   Google Scholar
• Halpern, D. F. 2014. Thought and Knowledge: An Introduction to Critical Thinking. 5th ed. New York, NY: Psychology Press.
   Google Scholar
• Holma, K. 2016. “The Critical Spirit: Emotional and Moral Dimensions Critical Thinking.” Studier i Pædagogisk Filosofi 4 (1): 17. https://doi.org/10.7146/spf.v4i1.18280.
   Google Scholar
• Hoyle, R. H., and A. L. Dent. 2018. “Developmental Trajectories of Skills and Abilities Relevant for Self-Regulation of Learning and Performance.” In Handbook of Self-Regulation of Learning and Performance, edited by Dale H. Schunk and Jeffrey Alan Greene, 2nd ed., 49–63. Educational Psychology Handbook Series. New York, NY: Routledge, Taylor & Francis Group.
   Google Scholar
• Hu, L., and P. M. Bentler. 1999. “Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria versus New Alternatives.” Structural Equation Modeling: A Multidisciplinary Journal 6 (1): 1–55. https://doi.org/10.1080/10705519909540118.
   Web of Science ®Google Scholar
• Hyytinen, H., J. Ursin, K. Silvennoinen, K. Kleemola, and A. Toom. 2021. “The Dynamic Relationship between Response Processes and Self-Regulation in Critical Thinking Assessments.” Studies in Educational Evaluation 71 (December): 101090. https://doi.org/10.1016/j.stueduc.2021.101090.
   Google Scholar
• Kane, M., T. Crooks, and A. Cohen. 2005. “Validating Measures of Performance.” Educational Measurement: Issues and Practice 18 (2): 5–17. https://doi.org/10.1111/j.1745-3992.1999.tb00010.x.
   Google Scholar
• Karabenick, S. A., M. E. Woolley, J. M. Friedel, B. V. Ammon, J. Blazevski, C. R. Bonney, E. De Groot, et al. 2007. “Cognitive Processing of Self-Report Items in Educational Research: Do They Think What We Mean?” Educational Psychologist 42 (3): 139–51. https://doi.org/10.1080/00461520701416231.
   Web of Science ®Google Scholar
• Kish, L. 1965. Survey Sampling. New York, NY: John Wiley & Sons.
   Google Scholar
• Kleemola, K., H. Hyytinen, and A. Toom. 2022a. “Exploring Internal Structure of a Performance-Based Critical Thinking Assessment for New Students in Higher Education.” Assessment & Evaluation in Higher Education 47 (4): 556–69. https://doi.org/10.1080/02602938.2021.1946482.
   Web of Science ®Google Scholar
• Kleemola, K., H. Hyytinen, and A. Toom. 2022b. “Critical Thinking and Writing in Transition to Higher Education in Finland: Do Prior Academic Performance and Socioeconomic Background Matter?” European Journal of Higher Education,, 1–21. https://doi.org/10.1080/21568235.2022.2075417.
   Google Scholar
• Kuhn, D. 2019. “Critical Thinking as Discourse.” Human Development 62 (3): 146–64. https://doi.org/10.1159/000500171.
   Web of Science ®Google Scholar
• Liu, O. L., L. Mao, L. Frankel, and J. Xu. 2016. “Assessing Critical Thinking in Higher Education: The HEIghtenTM Approach and Preliminary Validity Evidence.” Assessment & Evaluation in Higher Education 41 (5): 677–94. https://doi.org/10.1080/02602938.2016.1168358.
   Web of Science ®Google Scholar
• Maksum, A., I. W. Widiana, and A. Marini. 2021. “Path Analysis of Self-Regulation, Social Skills, Critical Thinking and Problem-Solving Ability on Social Studies Learning Outcomes.” International Journal of Instruction 14 (3): 613–28. https://doi.org/10.29333/iji.2021.14336a
   Web of Science ®Google Scholar
• McClelland, D. C. 1973. “Testing for Competence Rather than for ‘Intelligence.’.” American Psychologist 28 (1): 1–14. https://doi.org/10.1037/h0034092.
   PubMed Web of Science ®Google Scholar
• Muthén, L. K., and B. O. Muthén. 2015. Mplus User’s Guide. 7th ed. Los Angeles, CA: Muthén & Muthén.
   Google Scholar
• Nissinen, K., J. Ursin, H. Hyytinen, and K. Kleemola. 2021. “Higher Education Students’ Generic Skills.” In Assessment of Undergraduate Students’ Generic Skills – Findings of the Kappas! Project, edited by J. Ursin, H. Hyytinen, and K. Silvennoinen. 6 vols., 38–79. Helsinki: Ministry of Education and Culture.
   Google Scholar
• Räisänen, M., L. Postareff, and S. Lindblom-Ylänne. 2016. “University Students’ Self- and Co-Regulation of Learning and Processes of Understanding: A Person-Oriented Approach.” Learning and Individual Differences 47 (April): 281–8. https://doi.org/10.1016/j.lindif.2016.01.006.
   Google Scholar
• Rear, D. 2019. “One Size Fits All? The Limitations of Standardised Assessment in Critical Thinking.” Assessment & Evaluation in Higher Education 44 (5): 664–75. https://doi.org/10.1080/02602938.2018.1526255.
   Web of Science ®Google Scholar
• Saariaho, E., A. Toom, T. Soini, J. Pietarinen, and K. Pyhältö. 2019. “Student Teachers’ and Pupils’ Co-Regulated Learning Behaviours in Authentic Classroom Situations in Teaching Practicums.” Teaching and Teacher Education 85 (October): 92–104. https://doi.org/10.1016/j.tate.2019.06.003.
   Google Scholar
• Schunk, D. H., and J. A. Greene. 2018. “Historical, Contemporary, and Future Perspectives on Self-Regulated Learning and Performance.” In Handbook of Self-Regulation of Learning and Performance, edited by Dale H. Schunk and Jeffrey Alan Greene, 2nd ed, 1–16. Educational Psychology Handbook Series. NY, New York: Routledge, Taylor & Francis Group.
   Google Scholar
• Shavelson, R. J., O. Zlatkin-Troitschanskaia, K. Beck, S. Schmidt, and J. P. Marino. 2019. “Assessment of University Students’ Critical Thinking: Next Generation Performance Assessment.” International Journal of Testing 19 (4): 337–62. https://doi.org/10.1080/15305058.2018.1543309.
   Web of Science ®Google Scholar
• Silm, G., O. Must, and K. Täht. 2019. “Predicting Performance in a Low-Stakes Test Using Self-Reported and Time-Based Measures of Effort.” Trames Journal of the Humanities and Social Sciences 23 (3): 353. https://doi.org/10.3176/tr.2019.3.06.
   Web of Science ®Google Scholar
• Silm, G., M. Pedaste, and K. Täht. 2020. “The Relationship between Performance and Test-Taking Effort When Measured with Self-Report or Time-Based Instruments: A Meta-Analytic Review.” Educational Research Review 31 (November): 100335. https://doi.org/10.1016/j.edurev.2020.100335.
   Google Scholar
• Toering, T., M. T. Elferink-Gemser, L. Jonker, M. J. G. van Heuvelen, and C. Visscher. 2012. “Measuring Self-Regulation in a Learning Context: Reliability and Validity of the Self-Regulation of Learning Self-Report Scale (SRL-SRS).” International Journal of Sport and Exercise Psychology 10 (1): 24–38. https://doi.org/10.1080/1612197X.2012.645132.
   Google Scholar
• Tremblay, K., D. Lalancette, and D. Roseveare. 2012. AHELO, Assessment of Higher Education Learning Outcomes. Feasibility Study Report, Vol. 1. Design and Implementation. Study Report. Paris: OECD. https://www.oecd.org/education/skills-beyond-school/AHELOFSReportVolume1.pdf.
   Google Scholar
• Ursin, J. 2020. “Assessment of Higher Education Learning Outcomes Feasibility Study.” In The SAGE Encyclopedia of Higher Education, edited by M. David and M. Amey, 132–3. Thousand Oaks, CA: SAGE Publications, Inc.
   Google Scholar
• Ursin, J., and H. Hyytinen. 2022. “Assessing the Generic Skills of Undergraduate Students in Finland.” In Does Higher Education Teach Students to Think Critically?, edited by D. Van Damme and D. Zahner, 179–96. Paris: OECD Publishing.
   Google Scholar
• Usher, E. L., and D. H. Schunk. 2018. “Social Cognitive Theoretical Perspective of Self-Regulation.” In Handbook of Self-Regulation of Learning and Performance, edited by D. H. Schunk and J. A. Greene, 2nd ed., 17–35. Educational Psychology Handbook Series. New York, NY: Routledge, Taylor & Francis Group.
   Google Scholar
• Utriainen, J., M. Marttunen, E. Kallio, and P. Tynjälä. 2017. “University Applicants’ Critical Thinking Skills: The Case of the Finnish Educational Sciences.” Scandinavian Journal of Educational Research 61 (6): 629–49. https://doi.org/10.1080/00313831.2016.1173092.
   Web of Science ®Google Scholar
• Uzuntiryaki-Kondakci, E., and Y. Çapa-Aydin. 2013. “Predicting Critical Thinking Skills of University Students Through Metacognitive Self-Regulation Skills and Chemistry Self-Efficacy.” Educational Sciences: Theory & Practice 13 (1): 666–70.
   Google Scholar
• Winne, P. H. 2018. “Cognition and Metacognition Within Self-Regulated learning.” In Handbook of Self-Regulation of Learning and Performance, edited by D. H. Schunk and J. A. Greene, 2nd ed., 36–48. Educational Psychology Handbook Series. New York, NY: Routledge, Taylor & Francis Group.
   Google Scholar
• Wise, S. L., M. R. Kuhfeld, and J. Soland. 2019. “The Effects of Effort Monitoring With Proctor Notification on Test-Taking Engagement, Test Performance, and Validity.” Applied Measurement in Education 32 (2): 183–92. https://doi.org/10.1080/08957347.2019.1577248.
   Web of Science ®Google Scholar
• Zahner, D., and A. Ciolfi. 2018. “International Comparison of a Performance-Based Assessment in Higher Education.” In Assessment of Learning Outcomes in Higher Education: Cross-National Comparisons and Perspectives, edited by O. Zlatkin-Troitschanskaia, M. Toepper, H. A. Pant, C. Lautenbach, and C. Kuhn, 215–44. Methodology of Educational Measurement and Assessment. Cham: Springer International Publishing.
   Google Scholar
• Zimmerman, B. J. 2002. “Becoming a Self-Regulated Learner: An Overview.” Theory Into Practice 41 (2): 64–70. https://doi.org/10.1207/s15430421tip4102_2.
   Web of Science ®Google Scholar
• Zlatkin-Troitschanskaia, O., R. J. Shavelson, and C. Kuhn. 2015. “The International State of Research on Measurement of Competency in Higher Education.” Studies in Higher Education 40 (3): 393–411. doi:10.1080/03075079.2015.1004241.
   Web of Science ®Google Scholar