Strengthening School Connectedness to Increase Student Success
Category: Student Well-Being
Instrument Overview
The CCTDI (P. A. Facione & N. C. Facione, 1992) was developed, validated, and used to assess students‘ disposition toward critical thinking (CT). It consisted of 75 statements, divided into seven subscales: Truth-seeking, Open-mindedness, Analyticity, Systematicity, Self-confidence, Inquisitiveness, and Maturity. Responses were made on a 6-point Likert-type scale. The CCTDI reports a total score, which is the sum of its seven subscales, ranging from 70 to 420. A total score more than 280 indicates a positive overall disposition toward CT. The development and validation process is described in P. A. Facione and N. C. Facione (1992).
Note: The overview provided for this instrument includes content that may have been sourced from the instrument publisher's or author’s website (or other site providing information about the instrument). This information is presented for educational and informational purposes only. If you have any questions about the content or its permitted uses, please contact annenberg@brown.edu.
Organization
Topic
Student Well-Being Category
American Institutes for Research® partnered with the Annenberg Institute at Brown University to collect instruments related to student well-being.
Content
Grades
9th Grade,
10th Grade,
11th Grade,
12th Grade,
Post secondary
Keywords
Student Well-Being ; Social-Emotional Competence ; Responsible Decision Making ; Self Awareness ; Curiosity ; Systemicity ; Analyticity ; Integrity ; Confidence ; Critical Thinking
Languages
English,
Spanish,
Chinese,
Arabic,
Dutch,
Farsi,
Finnish,
French Canadian,
German,
Hebrew,
Icelandic,
Indonesian,
Italian,
Japanese,
Korean,
Malay,
Portuguese,
Thai,
Turkish
Respondent
Student
Administration Information
Length
30 minutes
Administration
Computer,
Paper
Access and Use
Contact
California Academic Press
Insight Assessment
650-697-5628
1735 N 1st Street, Suite 306
San Jose, CA 95112-4511 USA
Open Access
No
Setting
Classroom,
College
Psychometrics (additional guidance)
Psychometric References
Bondy, K. N., Koenigseder, L. A., Ishee, J. H., & Williams, B. G. (2001). Psychometric properties of the California critical thinking tests. Journal of Nursing Measurement, 9(3), 309-328. https://doi.org/10.1891/1061-3749.9.3.309
Facione, N. C., Facione, P. A., & Sanchez, C. A. (1994). Critical thinking disposition as a measure of competent clinical judgment: The development of the California Critical Thinking Disposition Inventory. Journal of Nursing Education, 33(8), 345-350. https://doi.org/10.3928/0148-4834-19941001-05
Kakai, H. (2003). Re-examining the factor structure of the California Critical Thinking Disposition Inventory. Perceptual and motor skills, 96(2), 435-438. https://doi.org/10.2466/pms.2003.96.2.435
Walsh, C. M. & Hardy, R. C. (1997). Factor structure stability of the California Critical Thinking Disposition Inventory across sex and various students‘ majors. Perceptual & Motor Skills, 85(3), 1211 - 1228. https://doi.org/10.2466/pms.1997.85.3f.1211
Yeh, M. L. (2002). Assessing the reliability and validity of the Chinese version of the California Critical Thinking Disposition Inventory. International Journal of Nursing Studies, 39(2), 123-132. https://doi.org/10.1016/S0020-7489(01)00019-0
