Understanding the role of cognitive constructs employed in reading in global math and science achievement
Özcan, Bahadır
We utilized PISA-2018 data from 71 countries to investigate the relationship between cognitive constructs employed in reading literacy (locating information, understanding, evaluating and reflecting, single and multiple thinking) and math and science achievement. We found that these cognitive constructs collectively accounted for 56% of the variance in math and 63% in science achievement, even after adjusting for gender, socioeconomic status, and country fixed effects. This means that the majority of cultural differences in math and science achievement (resulting from different education systems) can be explained by cognitive constructs employed in reading. We also noted that, at the country level, coefficients of cognitive constructs employed in reading demonstrated an interesting reconci...
University students’ cognitive flexibility and critical thinking dispositions
Karakuş, İsmail
The purpose of this study is to examine whether there are differences in critical thinking dispositions and cognitive flexibility among university students based on gender, grade level, and faculty. Additionally, the study will investigate the relationship between these two concepts and their predictive power. The study was conducted using a relational survey model and included 366 university students selected through maximum diversity sampling. The study involved university students from various faculties and grade levels. Data was collected through a personal information form, cognitive flexibility inventory, and critical thinking disposition scale. The data was analyzed using the SPSS 25 program. The results indicate that university students exhibit relatively high levels of cognitive f...