The Role of Panic Belief and Psychological Hardiness in Tendency to Critical Thinking among Students of the Malayer University

Document Type : Research Paper

Authors

1 Assistant Professor, Department of Educational Sciences, Faculty of Literature and Humanities, Faculty Member, Department of Educational Sciences, Malayer University, Iran

2 Associate Professor, Department of Educational Sciences, Faculty of Psychology and Educational Sciences, University of Tabriz, Tabriz, Iran

3 Master of Educational Technology, Faculty of Literature and Humanities, Malayer University, Malayer, Iran

Abstract

The purpose of this study was to investigate the relationship between panic belief and psychological hardiness with tendency to critical thinking among students of the Malayer University. This descriptive study was correlational. 375 students were selected randomly using the Morgan table, and distributed proportionally in different faculties and disciplines. In order to collect information Greenberg's The Panic Belief Inventory (2001), Ricketts Critical Thinking Disposition Inventory (CTDI) (2003) and Keimarati and Najarian Iranian scale of psychological hardiness (1998) was used. The results were analyzed using descriptive and deductive statistics such as Pearson correlation and multiple regression tests. Results showed that two variables of panic belief and a tendency to critical thinking have a significant and negative relationship with each other. Also, psychological hardiness was negatively associated with panic belief. On the other hand, the tendency to critical thinking, with the exception of the level of enrichment, had a meaningful and positive relationship with psychological hardiness. This means that both variables can be increased or decreased in parallel. Panic belief can predict a generalized percentage of students' critical thinking and its subscales. Also, psychological hardiness can predict panic belief and its factors, and the tendency to critical thinking and subscales, except for scale of enrichment. According to the results of this study, we can examine the steps of cognitive-behavioral therapy and compare it with the stages of critical thinking skills training in order to strengthen each of these strategies.

Keywords

References

منابع و مأخذ
ابوحمزه، فرهاد (؟). شناخت عواطف، نحوه بروز و کنترل آن، جزوۀ منتشر نشده.
ادیانی، یونس (1383). منطق بنیادین فکر، تهران: نقش جهان.
ارﻧستاﯾﻦ، آﻟﻦ ﺳﻲ، و ﻫﺎﻧﮑﯿﻨز، ﻓﺮاﻧﺴﯿﺲ ﭘﻲ. (1997). ﻣﺒﺎﻧﻲ ﻓﻠﺴﻔﻲ، روان­ﺷﻨﺎﺧتی و اﺟﺘﻤﺎﻋﻲ ﺑﺮﻧﺎﻣﺔ درﺳﻲ، ﺗﺮجمۀ ﺳﯿﺎوش ﺧﻠﯿﻠﻲ ﺷﻮرینی (1374). ﲥﺮان: اﻧﺘﺸﺎرات ﯾﺎدوارة ﮐﺘﺎب.
افشاری، معصومه؛ طاهر نشاط دوست، حمید؛ بهرامی، فاطمه و افشار، حمید (1388). اثربخشی درمان رفتاری - فراشناختی برمیزان باورهای هراس بیماران زن مبتلا به اختلال هراس، مجله علمی پژوهشی دانشگاه علوم پزشکی اراک، سال13 ، شماره1 ، (شماره پیاپی 50) ،16-9.
خدامرادی، کژال؛ سعید ذاکرین، منصوره؛ شهابی، مرضیه؛ یغمایی، فریده و علوی مجد، حمید (1388). ارزشیابی تفکر انتقادی در دانشجویان مامایی دانشگاه­های علوم پزشکی شهر تهران، فصلنامۀ سلامت و مراقبت: فصلنامۀ پرستاری و مامایی، سال یازدهم، شمارۀ 3، ص 6.
سپاهی، شیدا (1389). تفکر انتقادی و آموزش، مجموعه مقالات اولین همایش کشوری تفکر انتقادی و نظام سلامت، ص 9.
کریم­زاده (1396). تأثیر آموزش مهارت های هیجانی-اجتماعی در بهبود سلامت روان معلمان مقطع ابتدایی، فصلنامه علمی-پژوهشی رفاه اجتماعی، سال 14، شماره 53، ص. 131-160.
کیانپور، مسعود؛ معمار، ثریا و خجسته، سحر ( 1393). وضعیت گرایش به تفکر انتقادی دانشجویان دانشگاه اصفهان و برخی از عوامل مرتبط با آن، جامعه شناسی شناختی، 25 (2)، 117-138.
گلمن، دانیل (1995). هوش هیجانی (ترجمۀ نسرین پارسا، 1396)، تهران: رشد.  
نوری­فرد، ناهید (1389). مبانی نظری تفکر انتقادی، مجموعه مقالات اولین همایش کشوری تفکر انتقادی و نظام سلامت، ص 7.
وهابی، محمد؛ شاهمرادی، مراد، و شیخی، سعید (1395) مقایسه تفکر انتقادی، سخت­کوشی و انعطاف­پذیری کنشی دانشجویان دانشگاه پیام نور شهرستان آبدانان، فصلنامه مطالعات روانشناسی و علوم تربیتی، شماره هفتم، پاییز 1395، صص 109-122.
همایونفرد، آنیتا (1390). بررسی سیر تحول در معنا و مفهوم تفکر انتقادی و تحلیل زمینه­های همگرایی آن باتربیت دینی، جهت اخذ درجۀ کارشناسی ارشد، دانشگاه تربیت مدرس.
 
Antony, M. M. & Barlow, D. H. (2010). Handbook of assessment and treatment planning for psychological disorders, Gilford press, New York.
Asadi F, Barzanje Atri S, Behshid M, Asghari Jafarabadi M, Abdollahi H. )2017(. The tendency to critical thinking and its relationship with health risk behaviors among nurses. Journal of nursing education.; 6 (2) :1-8
Beck, J. S. (2011). Cognitive-behavioral therapy. Clinical textbook of addictive disorders, 491, 474-501.
Beyth-Marom, R.; Novik, R.; and Sloan, M. (1987). "Enhancing Children's Thinking Skills: An Instructional Model for Decision-Making under Certainty.” Instructional Science, V. 16, Issue: 3, P. 215-231.
Carr, L. (2014). How to train for critical thinking skills, http://www.ehow.com/how-7189707-tran_critical_thinking_skills.html
Clarck DM, Salkovskis PM, Hackmann A, Middleton H, Anastasiades P, Gelder M. A. (1994). Comparison of cognitive therapy, applied relaxation and imipramine in the treatment of panic disorder. Br J Psychiatry; 164: 759- 69.
Cotton, k. (1991). Teaching thinking skills, school importance research series, http://www. nwrel. org/scpd/sirs/6/cu11. تاریخ مشاهده2013-09-14
Croskerry, P. (2013). From mindless to mindful practice—cognitive bias and clinical decision making. N Engl J Med, 368(26), 2445-8.
Daniel, M. F. & Auriac, E. (2011). Philosophy, Critical Thinking and Philosophy for Children. Educational Philosophy and Theory, 5(43), 415-435.
Davis, R. N., & Nolen-Hoeksema, S. (2000). Cognitive inflexibility among ruminators and nonruminatores. Cognitive therapy and research, 24(6), 699-711.
Dexter, P., Applegate, M., Backer, J., Claytor, K., Keffer, J., Norton, B., & Ross, B. (1997). A proposed framework for teaching and evaluating critical thinking in nursing. Journal of Professional Nursing, 13(3), 160-167.
Glaser, E. M. (1941). An experiment in the development of critical thinking. Teacher’s college: Columbia University.
Greenberg, R. L. (1989). Panic disorder and agoraphobia. http://psycnet.apa.org/record/1990-97157-002
Han, H. S. & Brown, E. T. (2013). Effect of critical thinking intervention for early childhood teacher candidates, Rutledge.
Huitt, W. (1998). Critical thinking: An overview. Educational psychology interactive. http://www.edpsyci nteractive. org/topics/cognition/critthnk.html
Kobasa, S. C. (1979). Stressful life events, personality, and health: An inquiry into hardiness. Journal of Personality and Social Psychology, 37, 1-10.
Kurfiss, J. G. (1988). Critical Thinking: Theory, Research, Practice, and Possibilities. ASHE-ERIC Higher Education Report No. 2, 1988. ASHE-ERIC Higher Education Reports, The George Washington University, One Dupont Circle, Suite 630, Dept. RC, Washington, DC 20036-1183.
Lambert, V. A., Lambert, C. E. and Yamase, H. (2003), Psychological hardiness, workplace stress and related stress reduction strategies. Nursing & Health Sciences, 5: 181–184. doi: 10.1046/j.1442-2018.2003.00150.x
Lipman, M. (1988). Critical Thinking--What Can It Be? Educational Leadership, 46(1), 38-43.
Macknight, C. B. (2002). Supporting Critical Thinking in Interactive Learning Environments, Computers in the Schools, V. 17, Issue: 3-4, P. 17-32.
Maddi, S. R & Khoshaba, D. M Persico, M Lu, J, Harvey, R & Bleecker, F, (2002). The personality construct of hardiness II: Relationships with comprehensive tests of personality and psychopathology
Memduhoğlu, H. B., & Keleş, E. (2016). Evaluation of the relation between critical-thinking tendency and problem-solving skills of pre-service teachers. Journal of Educational Sciences Research, 6(2), 75-94.
Masuda, A., & Tully, E.C. (2012).The Role of Mindfulness and Psychological Flexibility in Somatization, Depression, Anxiety, and General Psychological Distress in a Nonclinical College Sample. Journal of Evidence-Based Complementary & Alternative Medicine. 17 (1): 66-71.
Paul, R. W. (1993). The logic of creative and critical thinking. American Behavioral Scientist, 37(1), 21-39.
Paul, R. W., & Binker, A. J. A. (1990). Critical thinking: What every person needs to survive in a rapidly changing world. Center for Critical Thinking and Moral Critique, Sonoma State University, Rohnert Park, CA 94928.
Paul, R. W., & Elder, L. (2005). The miniature guide to understanding the foundations of ethical reasoning (Vol. 14). Foundation Critical Thinking.
Paul, R. W., & Elder, L. (2008). The miniature guide to critical thinking concepts and tools. Foundation of Critical Thinking Press.
Safari, H., Jenaabadi, H., Salmabadi, M., & Abasi, A. (2016). Prediction of academic aspiration based on spiritual intelligence and tenacity. Education Strategies in Medical Sciences, 8(6), 7-12.
Tangney, J. P., BOONE, A. L., & BAUMEISTER, R. F. (2018). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. In Self-Regulation and Self-Control (pp. 181-220). Routledge.
Wells A. (2001). Emotional disorder and metacognition: innovative cognitive therapy. UK: Wiley publication.13. Wells A, King P. Metacognitive
Wenzel, A., Sharp, I. R., Brown, G. K., Greenberg, R. L., & Beck, A. T. (2006). Dysfunctional beliefs in panic disorder: The panic belief inventory. Behaviour Research and Therapy, 44(6), 819-833.
 
Journal of Modern Psychological Researches
Volume 15, Issue 58 - Serial Number 58
September 2020
Pages 186-204

Files

History

  • Receive Date: 10 April 2019
  • Revise Date: 30 May 2019
  • Accept Date: 02 August 2019

Share

How to cite

Statistics