2026-04-07T10:02:06Zhttps://ebiltegia.mondragon.edu/oai/request

oai:ebiltegia.mondragon.edu:20.500.11984/54482024-03-04T16:28:43Zcom_20.500.11984_473col_20.500.11984_476

Disposition toward critical thinking and creative confidence beliefs in higher education students: The mediating role of openness to diversity and challenge Alvarez-Huerta, Paula Larrea, Inaki Muela Aparicio, Alexander Creative self-concept Creative confidence beliefs Critical thinking disposition Openness to diversity and challenge Creative thinking and critical thinking are complementary cognitive processes that are important for dealing with complex challenges. The primary aim of this study was to examine the mediating role of openness to diversity and challenge in the relationship between disposition toward critical thinking and creative confidence beliefs in higher education students. Participants were 1,627 students from two universities in Spain (Mondragon Unibertsitatea and Florida Universit`aria), ranging in age from 17 to 44 years (Mage = 20.35, SD = 2.62; 53.05% female). Results showed not only a direct, positive relationship between critical thinking disposition and students’ creative confidence beliefs but also that this relationship was mediated by openness to diversity and challenge. Thus, those students more disposed toward critical thinking are also more open to diversity and challenge and have a stronger creative self-concept. These results highlight the importance of enhancing students’ disposition to use critical thinking so as to strengthen their creative self-concept. Higher education institutions also need to develop teaching strategies and contexts that promote students’ openness to diversity and challenge as a step towards their becoming active and responsible citizens. 2022-01-21T15:37:28Z 2022-01-21T15:37:28Z 2022 http://purl.org/coar/resource_type/c_6501 1871-1871 https://katalogoa.mondragon.edu/janium-bin/janium_login_opac.pl?find&ficha_no=167025 https://hdl.handle.net/20.500.11984/5448 eng Attribution 4.0 International http://creativecommons.org/licenses/by/4.0/ © 2022 The Authors Elsevier Ltd