2026-07-09T08:03:45Zhttps://ebiltegia.mondragon.edu/oai/request

oai:ebiltegia.mondragon.edu:20.500.11984/145672026-06-17T06:15:45Zcom_20.500.11984_473com_20.500.11984_14090col_20.500.11984_476

Alvarez-Huerta, Paula Larrea, Inaki 2026-06-16T09:11:53Z 2026-06-16T09:11:53Z 2023 0742-5627 1573-1758 https://katalogoa.mondragon.edu/janium-bin/janium_login_opac.pl?find&ficha_no=167934 https://hdl.handle.net/20.500.11984/14567 Developing student critical thinking skills is a core purpose of higher education, and requires the cognitive and disposition components of critical thinking to be fostered. The present study aims to examine the relationship between disposition towards critical thinking and engagement in higher education students. Participants were 836 students from two universities in Spain. Results showed a direct and positive relationship between student critical thinking disposition and several aspects of student engagement, such as reflective learning and participation in high-impact practices. These results could inform general pedagogical practices within the higher education curriculum so as to foster critical thinking disposition among future graduates. eng Attribution 4.0 International http://creativecommons.org/licenses/by/4.0/ © The Author(s), under exclusive licence to Springer Nature B.V. 2022 Critical thinking disposition Student engagement Reflective learning High-impact practices Disposition Towards Critical Thinking and Student Engagement in Higher Education