Validation of the CTHQ in the Serbian Cultural Context
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| Title: | Validation of the CTHQ in the Serbian Cultural Context |
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| Language: | English |
| Authors: | Simona Bekic (ORCID |
| Source: | Research in Pedagogy. 2025 15(2):360-374. |
| Availability: | Preschool Teacher Training College "Mihailo Palov" and Serbian Academy of Education in Belgrade. Omladinski Trg 1, Vrsac, 26300 Serbia. Tel: +381-832517; Fax: +381-832517; Web site: http://research.rs |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Critical Thinking, Questionnaires, Test Validity, Test Reliability, Thinking Skills, Psychometrics, Translation, College Students, Cultural Relevance |
| Geographic Terms: | Serbia |
| ISSN: | 2217-7337 2406-2006 |
| Abstract: | Although critical thinking is widely recognized as a central goal of contemporary education, questions remain regarding how it is conceptualized and measured. Existing literature highlights divergent perspectives, with some researchers emphasizing personality traits, while others focus on dispositions or cognitive abilities. Bloom's taxonomy, introduced in the 1950s, has provided educators with a widely adopted framework for evaluating learning outcomes, designing assessments, and guiding instruction. However, despite its widespread use, the taxonomy has not been empirically tested as a direct basis for measuring critical thinking. In response to this gap, Kobylarek et al. (2022) developed the Critical Thinking Questionnaire (CThQ), designed to assess critical thinking through the six cognitive levels of Bloom's taxonomy. This study addresses that gap by evaluating the validity and reliability of the Serbian version of the CThQ. A total of 200 participants were recruited. Our exploratory factor analysis revealed a four-factor solution including Information Synthesis, Inference, Argument Evaluation, and Disposition for Critical Thinking. This suggests that the factor structure may be sensitive to cultural and educational context. Despite this divergence, the extracted factors demonstrated strong internal consistency and conceptual clarity, supporting the instrument's utility for assessing critical thinking in the Serbian cultural context. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1498229 |
| Database: | ERIC |
| Abstract: | Although critical thinking is widely recognized as a central goal of contemporary education, questions remain regarding how it is conceptualized and measured. Existing literature highlights divergent perspectives, with some researchers emphasizing personality traits, while others focus on dispositions or cognitive abilities. Bloom's taxonomy, introduced in the 1950s, has provided educators with a widely adopted framework for evaluating learning outcomes, designing assessments, and guiding instruction. However, despite its widespread use, the taxonomy has not been empirically tested as a direct basis for measuring critical thinking. In response to this gap, Kobylarek et al. (2022) developed the Critical Thinking Questionnaire (CThQ), designed to assess critical thinking through the six cognitive levels of Bloom's taxonomy. This study addresses that gap by evaluating the validity and reliability of the Serbian version of the CThQ. A total of 200 participants were recruited. Our exploratory factor analysis revealed a four-factor solution including Information Synthesis, Inference, Argument Evaluation, and Disposition for Critical Thinking. This suggests that the factor structure may be sensitive to cultural and educational context. Despite this divergence, the extracted factors demonstrated strong internal consistency and conceptual clarity, supporting the instrument's utility for assessing critical thinking in the Serbian cultural context. |
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| ISSN: | 2217-7337 2406-2006 |
