研究生: |
黃光雄 Huang, Kuang-Hsiung |
---|---|
論文名稱: |
思考風格對批判思考之影響:線上評量表現中介及評量投入調節之調節式中介 Influence of Thinking Style on Critical Thinking:Moderated Mediation for Mediation of online Assessment Performance and Moderation of Assessment Engagement |
指導教授: |
張基成
Chang, Chi-Cheng |
口試委員: |
張基成
Chang, Chi-Cheng 林珊如 Lin, Sunny S.J. 蘇金豆 Su, King-Dow 黃天麒 Huang, Tien-Chi 嚴萬軒 Yan, Wan-Syuan |
口試日期: | 2024/09/30 |
學位類別: |
博士 Doctor |
系所名稱: |
科技應用與人力資源發展學系 Department of Technology Application and Human Resource Development |
論文出版年: | 2024 |
畢業學年度: | 113 |
語文別: | 中文 |
論文頁數: | 132 |
中文關鍵詞: | 評量表現 、思考風格 、評量投入 、批判思考 、調節式中介 |
英文關鍵詞: | Assessment performance, Thinking style, Assessment engagement, Critical thinking, Moderated mediation |
研究方法: | 調查研究 、 文件分析法 、 問卷調查法 、 文獻探討法 |
DOI URL: | http://doi.org/10.6345/NTNU202401942 |
論文種類: | 學術論文 |
相關次數: | 點閱:56 下載:0 |
分享至: |
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報 |
本研究為確保教育品質,以社會認知理論和自我決定理論為基礎,探討思考風格對批判思考的影響、線上評量表現(評分和回饋表現)在兩者間中介效果,及評量投入的調節中介效果。以台灣某大學修習「書報討論」課程之71名研究生為樣本。學生使用線上評量系統和評量表,對同儕報告進行互評。資料搜集後經統計軟體SPSS、SmartPLS及PROCESS等分析。研究發現:(1)思考風格直接影響評分表現、也直接影響回饋表現,思考風格透過評分表現間接影響回饋表現(部分中介)(2)思考風格直接影響批判思考,透過回饋表現間接影響批判思考(完全中介),也依序透過評分表現與回饋表現間接影響批判思考(完全序列中介)(3)回饋表現直接影響批判思考;評分表現直接影響批判思考及回饋表現,也透過回饋表現間接影響批判思考(完全中介)(4)評量投入調節評分表現對批判思考的影響,且調節回饋表現對批判思考的影響(5)評量投入具顯著調節「回饋表現中介思考風格對批判思考之影響」及「評分表現與回饋表現序列中介思考風格對批判思考之影響」作用。本研究貢獻在提出並驗證了「思考風格對批判思考影響:線上評量表現為中介及評量投入為調節之調節中介」模型,也實證社會認知理論適用於線上評量環境。線上評量及學習投入有助確保教學品質提昇教學成就,在學術及教育實務上提供許多參考價值與啟示。
This study examines the effect of thinking style on critical thinking, the mediating effect of online assessment performance (rating and feedback performance) between the two, and the mediating effect of moderation of assessment engagement in order to ensure the quality of education, based on social cognitive theory. A sample of 71 graduate students enrolled in a "Book and Newspaper Discussion" course at a university in Taiwan was used. Students used an online evaluation system and a scale to rate each other's reports. Data were collected and analyzed using SPSS, SmartPLS, and PROCESS statistical software. The study found that: (1) thinking style directly affects scoring performance and feedback performance, and thinking style indirectly affects feedback performance through scoring performance (partial mediation); (2) thinking style directly affects critical thinking and indirectly affects critical thinking through feedback performance (full mediation), and also indirectly affects critical thinking through scoring performance and feedback performance sequentially (full sequential mediation); (3) feedback performance directly affects critical thinking; Scoring performance directly affects critical thinking and feedback performance, and also indirectly affects critical thinking through feedback performance (fully mediated); (4) Assessment engagement moderates the effect of scoring performance on critical thinking, and moderates the effect of feedback performance on critical thinking; (5) Assessment engagement significantly moderates the "effect of mediated thinking style on critical thinking through feedback performance" and the "mediated thinking style on critical thinking through the sequence of scoring and feedback performance" This study contributes to the development and validation of the model of "the influence of thinking styles on critical thinking: Mediation by online assessment performance and moderation by assessment engagement" and demonstrates the applicability of social learning theory to the online assessment environment. Online assessment and learning engagement help to ensure the quality of learning and improve teaching performance, and provide many references and insights in academic and educational practice.
一、中文部份
余玉珍、尹弘飈(2016)。香港新高中課程改革下的融合教育實踐困境。教育學報,44(2),183-217。https://www.airitilibrary.com/Article/Detail?DocID=P20181015001-201612-201810180028-201810180028-183-217
吳璧純(2007)。培養未來公民的「科學-技術-社會(STS)教學模式。陳文典(主編),科學/技術/社會鼎足並重的教育,15-43。洪葉文化。
林智中、白穎穎、周淑卿(2017)。香港與台灣高中課程照顧個別差異的課程策略。教育學報,45(1),1-20。https://www.airitilibrary.com/Article/Detail?DocID=P20181015001-201706-201810180029-201810180029-1-20
林新發、林寬豪(2021)。前瞻高教的變革與治理-大專生應具備之關鍵素養。臺灣教育評論月刊,10(1),44-58。http://www.ater.org.tw/jou;rnal/article/10-1/topic/07.pdf
張春興(1996)。教育心理學:三化取向的理論與實踐(修訂版)。東華。
張善楠(2008)。評鑑只是做體檢不是萬靈丹-臺灣高等教育評鑑再省思。評鑑雙月刊,14,46-47。https://www.heeact.edu.tw/media/18239/p46-47
張景媛(1988)。教學類型與學習類型適配性研究暨學生學習適應理論模式的驗證。教育心理學報,21,113-172。https://doi.org/10.6251/BEP.19880601.7
張鈿富(2012)。大學生學習投入理論與評量實務之探討。高等教育評量,特刊S,41-62。https://doi.org/10.6197/EHE.2012.S.02
教育大辭書(2012)。「個別差異」。國家教育研究院。2021年11月16日,取自ttp://terms.naer.edu.tw/detail/3275649/
許佩玲(2015)。Moodle 線上同儕評量可信嗎?亞東學報,35,63-76。http://ir.aeust.edu.tw/ir/handle/277380145/1355
陳璇、崔景貴(2019)。學業自我概念與學習投入及其關係研究綜述。江蘇教育,24。https://m.fx361.cc/news/2019/0910/9766368.html
溫明麗(2002)。皮亞傑與批判思考教學。洪葉文化。
葉玉珠(2002)。批判思考的內涵詮釋與有效教師行為。通識教育,9(3),151-170。https://www.airitilibrary.com/Article/Detail?DocID=10244964-200209-9-3-151-170-a
葉玉珠(2005)。批判思考測驗第二級(CTT-Ⅱ)。2020年1月22日,取自http://www3.nccu.edu.tw/~ycyeh/4tool.htm
葉玉珠、吳靜吉(1992)。中小學生批判思考與學業成績之相關研究。政大教育心理與研究,15,79-100。https://ah.lib.nccu.edu.tw/item?item_id=83952
董綺安、張淑英、彭芳美(2013)。英文寫作課程中的同儕評量結合批判性思考訓練─cmpr或oppr,何者較優?逢甲人文社會學報,(26),95-127。https://www.airitilibrary.com/Article/Detail?DocID=1682587N-201306-201307080014-201307080014-95-127
劉光夏(2021)。跨越主觀:網路同儕評量應用於大學藝術設計課堂之實踐研究。設計學報,26(2),67-92。https://www.airitilibrary.com/Article/Detail?DocID=16068327-202106-202107090008-202107090008-69-92
賴慶三(2002)。師院地球科學課程與教學中的創造力與批判思考能力之 探討。國立臺北師範學院學報: 數理科技教育類,15,337-339。http://catalog.digitalarchives.tw/item/00/49/9a/40.html
二、外文部份
Abdi, A. (2012). A study on the relationship of thinking styles of students and their critical thinking skills. Procedia - Social and Behavioral Sciences, 47, 1719-1723. https://doi.org/https://doi.org/10.1016/j.sbspro.2012.06.889
Adesina, O. O., Adesina, O. A., Adelopo, I., & Afrifa, G. A. (2023). Managing group work: The impact of peer assessment on student engagement. Accounting Education, 32(1), 90-113, https://doi.org/10.1080/09639284.2022.2034023
Aiken, L. S., West, S. G., & Reno, R. R. (1991). Multiple regression: Testing and interpreting interactions. Sage.
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211.https://doi.org/10.1016/0749-5978(91)90020-T
Alwin, D. F., & Hauser, R. M. (1975). The decomposition of effects in path analysis. American Sociological Review, 40, 37-47. http://dx.doi.org/10.2307/2094445
Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411-423.https://doi.org/10.1037/0033-2909.103.3.411
Asari, S. (2017). Sharing and jumping task in collaborative teaching and learning process. DIDAKTIKA: Journal Pemikiran Pendidikan, 23(2), 184-188. http://dx.doi.org/10.30587/didaktika.v23i2.28
Astin, A. W. (2014). Student involvement: A developmental theory for higher education. In College Student Development and Academic Life (pp. 251-262). Routledge.
Badea, G., & Popescu, E. (2020). Using peer assessment in conjunction with project-based learning: A comparative study. In Proceedings of 2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT), 376-380. IEEE. https://doi.org/10.1109/ICALT49669.2020.00119
Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. Journal of the Academy of Marketing Science, 16(1), 74-94. https://doi.org/10.1007/BF02723327
Bandura, A. (1989). Human agency in social cognitive theory. American Sychogologist, 44(9), 1175–1184. https://doi.org/10.1037/0003-066X.44.9.1175
Baranova, T., Khalyapina, L., Kobicheva, A., & Tokareva, E. (2019). Evaluation of students’ engagement in integrated learning model in a blended environment. Education Sciences, 9(2), 138-150. https://doi.org/10.3390/educsci9020138
Baron, R. M., & Kenny, D. A. (1986). The moderator–mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.https://doi.org/10.1037/0022-3514.51.6.1173
Bezanilla, M. J., Fernández-Nogueira, D., Poblete, M., & Galindo-Domínguez, H. (2019). Methodologies for teaching-learning critical thinking in higher education: The teacher’s view. Thinking Skills and Creativity, 33, Article 100584.https://doi.org/10.1016/j.tsc.2019.100584
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.https://doi.org/10.1007/s11092-008-9068-5
Bokoros, M. A., Goldstein, M. B., & Sweeney, M. M. (1992). Common factors in five measures of cognitive style. Current Psychology, 11(2), 99-109.https://doi.org/10.1007/BF02686832
Bollen, K. A., & Stine, R. A. (1992). Bootstrapping goodness-of-fit measures in structural equation models. Sociological Methods & Research, 21(2), 205-229.https://doi.org/10.1177/0049124192021002004
Bozkurt, F. (2020). Teacher candidates' views on self and peer assessment as a tool for student development. Australian Journal of Teacher Education, 45(1), 47-60. https://doi.org/10.1016/j.ijbiomac.2019.12.093
Britt, M., Goon, D., & Timmerman, M. (2015). How to better engage online students with online strategies. College Student Journal,49(3),399-404.
Brown, B. L. (2003). Teaching style vs. learning style. Myths and Realities.https://search.informit.org/doi/10.3316/informit.190652580540354
Büchele, S. (2023). Navigating success in higher education: Engagement as a mediator between learning strategies and performance in mathematics. Assessment & Evaluation in Higher Education, 48(8), 1356-1370. https://doi.org/10.1080/02602938.2023.2230387
Buraimo, B., Jones, H., & Millward, P. (2011). Participation and engagement in cultural activities: analysis of the taking part survey. UpToDate. Retrieved November, 11, 2021,from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/137982/tp-participation-engagement-culture-activities-report.pdf
Burbach, M. E., Matkin, G. S., & Fritz, S. M. (2004). Teaching critical thinking in an introductory leadership course utilizing active learning strategies: A confirmatory study. College Student Journal, 38(3), 482-494. http://projectinnovation.biz/csj_2006.html
Butler, H. A., Pentoney, C., & Bong, M. P. (2017). Predicting real-world outcomes: Critical thinking ability is a better predictor of life decisions than intelligence. Thinking Skills and Creativity, 25, 38-46. https://doi.org/10.1016/j.tsc.2017.06.005Get rights and content
Butler, K. A. (1988). Learning styles. Learning, 88, 30-34.
Cáceres, M., Nussbaum, M., & Ortiz, J. (2020). Integrating critical thinking into the classroom: A teacher’s perspective. Thinking Skills and Creativity, 37, 100674. https://doi.org/10.1016/j.tsc.2020.100674
Camarata, T., & Slieman, T. A. (2020). Improving Student Feedback Quality: A Simple Model Using Peer Review and Feedback Rubrics. Journal of Medical Education and Curricular Development, 7, 1-7. https://doi.org/10.1177/2382120520936604
Chang, C. (1988). Matching teaching styles and learning styles and verification of students' learning adaptation model. Bulletin of Educational Psychology, 21, 113-172. https://doi.org/10.6251/BEP.19880601.7
Chang, C. C., & Tseng, K. H. (2009). Using a web-based portfolio assessment system toelevate project-based learning performances. Interactive Learning Environments, 16(2), 25-37.https://doi.org/10.1080/10494820902809063
Chang, S. C., Hsu, T. C., & Jong, M. S. Y. (2020). Integration of the peer assessment approach with a virtual reality design system for learning earth science. Computers & Education, 146, 103758. https://doi.org/10.1016/j.compedu.2019.103758
Chang, S. C., & Wongwatkit, C. (2024). Effects of a peer assessment-based scrum project learning system on computer programming’s learning motivation, collaboration, communication, critical thinking, and cognitive load. Education Information Technology, 29,7105-7128 https://doi.org/10.1007/s10639-023-12084-x
Chapman, E. (2003). Alternative approaches to assessing student engagement rates. Practical Assessment, Research & Evaluation, 8(13), 1-10.http://pareonline.net/getvn.asp?v=8&n=13
Chen, I. C., Hwang, G. J., Lai, C. L., Wang, W. C., (2020). From design to reflection: Effects of peer-scoring and comments on students’ behavioral patterns and learning outcomes in musical theater performance. Computers & Education, 150, Article 103856.https://doi.org/10.1016/j.compedu.2020.103856
Chen, I.-C., Hwang, G.-J., Lai, C.-L., Wang, W.-C., (2020). From design to reflection: Effects of peer-scoring and comments on students’ behavioral patterns and learning outcomes in musical theater performance. Computers & Education, 150, 103856. doi:10.1016/j.compedu.2020.103856 https://doi.org/10.1016/j.compedu.2020.103856
Cheng, S., Wang, T., & Sin, K. (2021). Thinking Styles and Student Engagement among Deaf and Hard of Hearing Students. In Journal of Developmental and Physical Disabilities, 33, 217-232. https://doi.org/10.1007/s10882-020-09745-x
Christmann, A., & Van Aelst, S. (2006). Robust estimation of Cronbach's alpha. Journal of Multivariate Analysis, 97(7), 1660-1674. https://doi.org/10.1016/j.jmva.2005.05.012
Clarke, J. (2019). Critical dialogues: Thinking together in turbulent times. Policy Press. https://policy.bristoluniversitypress.co.uk/critical-dialogues
Cohen, J. (1988). Set correlation and contingency tables. Applied Psychological Measurement, 12(4), 425-434. https://doi.org/10.1177/014662168801200410
Cottrell, S. (2017). Critical thinking skills: Effective analysis, argument and reflection (Vol. 100). Bloomsbury Publishing.
Daniel, J. (2020). Education and the COVID-19 pandemic. Prospects, 49(1), 91-96.
https://doi.org/10.1007/s11125-020-09464-3
Davies, P. (2000). Computerized peer assessment. Innovations in education and Training International, 37(4), 346-355. https://doi.org/10.1080/135580000750052955
Davies, P. (2006). Peer assessment: judging the quality of students’ work by comments rather than marks. Innovations in Education and Teaching International, 43(1), 69-82.
https://doi.org/10.1080/14703290500467566
De Brún, A., Rogers, L., Drury, A., & Gilmore, B. (2022). Evaluation of a formative peer assessment in research methods teaching using an online platform: A mixed methods pre-post study. Nurse Education Today, 108, Article 105166. https://doi.org/10.1016/j.nedt.2021.105166
Dijkstra, T. K. and Henseler, J. (2015) Consistent partial least squares path modeling. MIS Quarterly, 39, 297-316.https://doi.org/10.25300/MISQ/2015/39.2.02
Dixson MD (2015) Measuring student engagement in the online course: The online student engagement scale (OSE). Online Learning, 19(4),561-575. http://onlinelearningconsortium.org/read/online-learning-journal/EJ1079585
Doo, M. Y., & Kim, J. (2024). The relationship between learning engagement and learning outcomes in online learning in higher education: A meta-analysis study. Distance Education, , 45(1), 60-82.http://doi.org/10.1080/01587919.2024.2303484
Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), 452-465. https://doi.org/10.1007/s12528-018-9179-z
Duron, R., Limbach, B., & Waugh, W. (2006). Critical thinking framework for any discipline. International Journal of Teaching and Learning in Higher Education, 17(2), 160-166. http://www.isetl.org/ijtlhe/
Edwards, J. R., & Lambert, L. S. (2007). Methods for integrating moderation and mediation: A general analytical framework using moderated path analysis. Psychological Methods, 12, 1-22.https://doi.org/10.1037/1082-989X.12.1.1
Ennis, R. H. (1996). Critical thinking dispositions: Their nature and assessability. Informal Logic, 18(2), 165-182. https://doi.org/10.22329/il.v18i2.2378
Ennis, R. H. (2015). Critical Thinking: A Streamlined Conception. In M. Davies & R. Barnett (Eds.), The Palgrave Handbook of Critical Thinking in Higher Education (pp.31-47). Palgrave Macmillan US.https://doi.org/10.1057/9781137378057_2
Esposito Vinzi, V., Chin, W. W., Henseler, J., & Wang, H. (2010). Handbook of partial least squares: Concepts, methods and applications. Springer.
Facione, P. A., Sanchez, C. A., Facione, N. C., & Gainen, J. (1995). The disposition toward critical thinking. The Journal of General Education, 44(1), 1-25. https://www.jstor.org/stable/27797240
Falchikov, N., Goldfinch, J., (2000). Student Peer Assessment in Higher Education: A Meta-Analysis Comparing Peer and Teacher Marks. Review of Educational Research, 70, 287-322. https://doi.org/10.3102/00346543070003287
Fan, W., & Zhang, L.-F. (2009). Are achievement motivation and thinking styles related? A visit among Chinese university students. Learning and Individual Differences, 19, 299-303. https://doi.org/10.1016/j.lindif.2008.10.005
Fang, J. W., Chang, S. C., Hwang, G. J., & Yang, G. (2021). An online collaborative peer-assessment approach to strengthening pre-service teachers’ digital content development competence and higher-order thinking tendency. Educational Technology Research and Development, 69(2), 1155-1181.https://doi.org/10.1007/s11423-021-09990-7
Fisher, R., Per`enyi, `A., & Birdthistle, N. (2018). The positive relationship between flipped and blended learning and student engagement,performance and satisfaction. Active Learning on Higher Education,22(2),97-13. https://doi.org/10.1177/1469787418801702
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of marketing research, 18(1), 39-50.https://doi.org/10.1177/002224378101800104
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109. https://doi.org/10.3102/00346543074001059
Fredricks, J. A., Filsecker, M., & Lawson, M. A. (2016). Student engagement, context, and adjustment: Addressing definitional, measurement, and methodological issues,43, 1-4. Elsevier. https://doi.org/10.1016/j.learninstruc.2016.02.002
Geisser, S. (1974) A Predictive Approach to the Random Effect Model. Biometrika, 61, 101-107. https://doi.org/10.1093/biomet/61.1.101
Glanville, J. L., & Wildhagen, T. (2007). The measurement of school engagement: Assessing dimensionality and measurement invariance across race and ethnicity. Educational and Psychological Measurement, 67(6), 1019-1041. https://doi.org/10.1177/0013164406299126
Graham, A. I., Harner, C., Marsham, S., 2021. Can assessment-specific marking criteria and electronic comment libraries increase student engagement with assessment and feedback?. Assessment & Evaluation in Higher Education, 47(7), 1071–1086. https://doi.org/10.1080/02602938.2021.1986468
Gregorc, A. F. (1982). An adult's guide to style. Gregorc Associates Columbia.
Grigorenko, E. L., & Sternberg, R. J. (1997). Styles of thinking, abilities, and academic performance. Exceptional Children, 63(3), 295-312.https://doi.org/10.1177/001440299706300301
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate Data Analysis (7th Edition). NJ: Prentice Hall.
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2022). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM) (3 ed.). Thousand Oaks, CA: Sage.
Hair, J. F., Ringle, C. M., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal of Marketing Theory and Practice, 19(2), 139-152. https://doi.org/10.2753/MTP1069-6679190202
Hair, J. F., Sarstedt, M., Hopkins, L., & G. Kuppelwieser, V. (2014). Partial least squares structural equation modeling (PLS-SEM) An emerging tool in business research. European Business Review, 26(2), 106-121. https://doi.org/10.1016/j.jfbs.2014.01.002
Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C.(1998). Multivariate data analysis (5th ed.) Prentice Hall.
Hayes A. F. (2009) Beyond Baron and Kenny: Statistical Mediation Analysis in the New Millennium. Communication Monographs, 76(4), 408-420. https://doi.org/10.1080/03637750903310360
Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. Guilford Publications, 51(3), 335-337. https://www.jstor.org/stable/24018134
Henseler, J., Ringle, C.M. & Sinkovics, R.R. (2009). The use of partial least squares path modeling in international marketing. In: Sinkovics, R.R., Ghauri, P.N. (eds.) Advances in International Marketing, 20, 277-320. Emerald, Bingley.
https://doi.org/10.1108/S1474-7979(2009)0000020014
Ho, P. V. P., Phung, L. T. K., Oanh, T. T. T., & Giao, N. Q. (2020). Should Peer E-Comments Replace Traditional Peer Comments? International Journal of Instruction, 13(1), 295-314. https://doi.org/10.29333/iji.2020.13120a
Hobri, H., Arifin, S., Murtikusuma, R. P., Oktavianingtyas, E., & Setya Putri, I. W. (2021). Students' critical thinking process in solving jumping task according to Gregorc's thinking style. Journal Didaktik Matematika, 8, 15-31. https://doi.org/10.24815/jdm.v8i1.19776
Hsia, L.-H., Huang, I., & Hwang, G.-J. (2016). Effects of different online peer-feedback approaches on students' performance skills, motivation and self-efficacy in a dance course. Computers & Education, 96, 55-71. https://doi.org/https://doi.org/10.1016/j.compedu.2016.02.004
Hu, L.-t., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3(4), 424–453. https://doi.org/10.1037/1082-989X.3.4.424
Huang, Y. M., Silitonga, L. M., & Wu, T. T. (2022). Applying a business simulation game in a flipped classroom to enhance engagement, learning achievement, and higher-order thinking skills. Computers & Education, 183, Article 104494. https://doi.org/10.1016/j.compedu.2022.104494
Hughes, I. E., & Large, B. J. (1993). Staff and peer-group assessment of oral communication skills. Studies in Higher Education, 18(3), 379-385. https://doi.org/10.1080/03075079312331382281
Hwang, G. J., & Chang, S. C. (2021). Facilitating knowledge construction in mobile learning contexts: A bi‐directional peer‐assessment approach. British Journal of Educational Technology, 52(1), 337-357.https://doi.org/10.1016/j.compedu.2021.104266
Iglesias Pérez, M., Vidal-Puga, J., & Pino Juste, M. (2022). The role of self and peer assessment in Higher Education. Studies in Higher Education, 47(3), 683-692. https://doi.org/10.1080/03075079.2020.1783526
Ismail, I., Hasanuddin, H., & Chandra, A. (2023). The influence of thinking styles and learning styles on student learning achievement. AL-ISHLAH: Jurnal Pendidikan, 15(1), 193-202. https://doi.org/10.35445/alishlah.v15i1.2896
Jang, H., Kim, E. J., & Reeve, J. (2016). Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. Learning and Instruction, 43, 27-38. https://doi.org/10.1016/j.learninstruc.2016.01.002
Ketonen, E. E., Malmberg, L.-E., Salmela-Aro, K., Muukkonen, H., Tuominen, H., & Lonka, K. (2019). The role of study engagement in university students' daily experiences: A multilevel test of moderation. Learning and Individual Differences, 69, 196-205. https://doi.org/10.1016/j.lindif.2018.11.001
Kraemer, H.C., Blasey, C.M., 2004. Centring in regression analyses: a strategy to prevent errors in statistical inference. International Journal of Methods in Psychiatric Research 13, 141–151. https://doi.org/10.1002/mpr.170
Kuh GD (2003) What we’re learning about student engagement from NSSE: Benchmarks for effectiveeducational practices. Change: The Magazine of Higher Learning 35(2): 24–32.
Kuh, G. D. (2001). Assessing what really matters to student learning inside the national survey of student engagement. Change: The Magazine of Higher Learning, 33(3), 10-17. https://doi.org/10.1080/00091380309604090
Kuo, T. M.-L., Tsai, C.-C., & Wang, J.-C. (2021). Linking web-based learning self-efficacy and learning engagement in MOOCs: The role of online academic hardiness. The Internet and Higher Education, 51, 100819. https://doi.org/10.1016/j.iheduc.2021.100819
Kusumoto, Y. (2018). Enhancing critical thinking through active learning. Language Learning in Higher Education, 8(1), 45-63. https://doi.org/10.1515/cercles-2018-0003
Kutbiddinova, S. (2021). Advantages and disadvantages of alternative assessment. Integration of Science, Education and Practice .Scientific-Methodical Journal, 110-113. https://bilig.academiascience.org/index.php/isepsmj/article/view/130
Lavrysh, Y. (2016). Peer and self-assessment at ESP classes: case study. Advanced Education,6, 60-68. https://doi.org/10.20535/2410-8286.85351
Lehman, M. E. (2011). Relationships of learning styles, grades, and instructional preferences. Nacta Journal, 55(2), 40-45. https://www.jstor.org/stable/10.2307/nactajournal.55.2.40
Lekissa, A., & Chen, H. L. (2023) The influence of motivation on learning engagement: the mediating role of learning self-efficacy and self-monitoring in online learning environments. Interactive Learning Environments, 31(7), 4605-4618, https://doi.org/10.1080/10494820.2021.1977962
Li, H., Xiong, Y., Hunter, C. V., Guo, X., & Tywoniw, R. (2020). Does peer assessment promote student learning? A meta-analysis. Assessment & Evaluation in Higher Education,45(2),193-211. https://doi.org/10.1080/02602938.2019.1620679
Liengaard, B. D., Sharma, P. N., Hult, G. T. M., Jensen, M. B., Sarstedt, M., Hair, J. F., & Ringle, C. M. (2021). Prediction: Coveted, Yet Forsaken? Introducing a Cross-validated Predictive Ability Test in Partial Least Squares Path Modeling. Decision Sciences, 52(2), 362-392. https://ssrn.com/abstract=3609826
Lin, S. J., Liu, Z. F., & Yuan, S. M. (2001). Web‐based peer assessment: feedback for students with various thinking‐styles. Journal of Computer Assisted Learning, 17(4), 420-432. https://doi.org/10.1046/j.0266-4909.2001.00198.x
Liu, C. C., Liu, S. J., Hwang, G. J., Tu, Y. F., Wang, Y., & Wang, N. (2023). Engaging EFL students’ critical thinking tendency and in-depth reflection in technology-based writing contexts: A peer assessment-incorporated automatic evaluation approach. Education and Information Technologies, 28, 13027–13052. https://doi.org/10.1007/s10639-023-11697-6
Liu, C., Wan, P., Tu, Y.-F., Chen, K., & Wang, Y. (2021). A WSQ-based mobile peer assessment approach to enhancing university students’ vocal music skills and learning perceptions. Australasian Journal of Educational Technology,37(6), 1-17. https://doi.org/10.14742/ajet.6832
Liu, X., & Li, L. (2014). Assessment training effects on student assessment skills and task performance in a technology-facilitated peer assessment. Assessment & Evaluation in Higher Education, 39(3), 275-292. https://doi.org/10.1080/02602938.2013.823540
Loureiro, P., & Gomes, M. J.. (2023). Online Peer Assessment for Learning: Findings from Higher Education Students.Education Sciences, 13(3), 253. https://doi.org/10.3390/educsci13030253
Lu, G., & Wen, S. A. (2024). Student engagement typology and its relationship to ability development in Chinese universities. Asia-Pacific Educational Research, 33, 93-102. https://doi.org/10.1007/s40299-023-00711-7
Lu, J., & Law, N. (2012). Online peer assessment: effects of cognitive and affective feedback. Instructional Science, 40(2), 257-275. https://doi.org/10.1007/s11251-011-9177-2
Luo, H., Robinson, A., & Park, J. Y. (2014). Peer grading in a MOOC: Reliability, validity, and perceived effects. Online Learning Journal, 18(2),1-14. https://www.learntechlib.org/p/183756/.
Mahanal, S., Zubaidah, S., Sumiati, I. D., Sari, T. M., & Ismirawati, N. (2019). RICOSRE: A learning model to develop critical thinking skills for students with different academic abilities. International Journal of Instruction, 12(2), 417-434. https://doi.org/10.29333/iji.2019.12227a
Martin, F., & Bolliger, D. U.(2018).Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the online Learning Environment. Online Learning, 22(1), 205-222. http://onlinelearningconsortium.org/read/online-learning-journal/
Messick, S. (1976). Individuality in learning. Jossey-Bass. https://psycnet.apa.org/record/1978-06409-000
Miri, B., David, B. C., & Uri, Z. (2007). Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Research in Science Education, 37(4), 353-369. https://doi.org/10.1007/s11165-006-9029-2
Noordink, P. J., & Naidu, S. (1994). Analysis of instruction for critical thinking in distance learning materials. Distance Education, 15(1), 42-69. https://doi.org/10.1080/0158791940150105
Noroozi, O., & Mulder, M. (2017). Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction. Biochemistry and Molecular Biology Education, 45(1), 31-39. https://doi.org/10.1002/bmb.20981
Pace, C. R. (1980). Measuring the quality of student effort. Current Issues in Higher Education, 2, 10–16.
Panadero, E., & Alqassab, M. (2019). An empirical review of anonym ity effects in peer assessment, peer feedback, peer review, peer evaluation and peer grading. Assessment & Evaluation in Higher Education, 44(8), 1253-1278. https://doi.org/10.1080/02602938.2019.1600186
Paul, R., & Elder, L. (2019a). A guide for educators to critical thinking competency standards: Standards, principles, performance indicators, and outcomes with a critical thinking master rubric. Rowman & Littlefield. https://philpapers.org/rec/PAUAGF
Paul, R., & Elder, L. (2019b). The miniature guide to critical thinking concepts and tools (8th ed.). Lanham, Boulder, New York and London: Rownman & Littlefield.
Pinto, F. S. T., Fogliatto, F. S., & Qannari, E. M. (2014). A method for panelists’ consistency assessment in sensory evaluations based on the Cronbach’s alpha coefficient. Food Quality and Preference, 32, 41-47. https://doi.org/10.1016/j.foodqual.2013.06.006
Preacher, K. J., Rucker, D. D., & Hayes, A. F. (2007). Addressing moderated mediation hypotheses:Theory, methods, and prescriptions. Multivariate Behavioral Research, 42(1), 185-227. https://doi.org/10.1080/00273170701341316
Putri, R. I. I., & Zulkardi, Z. (2019). Designing jumping task on percent using pmri and collaborative learning. International Journal on Emerging Mathematics Education, 3(1), 105. http://dx.doi.org/10.12928/ijeme.v3i1.12208
Rajabalee, B. Y., & Santally, M. I. (2021). Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy. Education and Information Technologies, 26(3), 2623-2656. https://doi.org/10.1007/s10639-020-10375-1
Rajabalee, B. Y., Santally, M. I., & Rennie, F. (2020). A study of the relationship between students’ engagement and their academic performances in an eLearning environment. E-learning and Digital Media, 17(1), 1-20. https://doi.org/10.1177/2042753019882567
Rashid, S., & Yadav, S. S. (2020). Impact of Covid-19 pandemic on higher education and research. Indian Journal of Human Development, 14(2), 340-343. https://doi.org/10.1177/0973703020946700
Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. L.Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 149-172). New York, NY: Springer. https://doi.org/10.1007/978-1-4614-2018-7_7
Reeve, J., & Tseng, C.-M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257-267. https://doi.org/10.1016/j.cedpsych.2011.05.002
Reeve, J., Deci, E. L., & Ryan, R. M. (2004). Self-determination theory: A dialecticalframework for understanding the sociocultural influences on studentmotivation. In D. McInerney & S. Van Etten (Eds.), Research on Sociocultural influences on Motivation and Learning: Big Theories Revisited, 4, 31–59.Greenwich, CT: Information Age.
Rigdon, E. E. (2012). Rethinking partial least squares path modeling: In praise of simple methods. Long range Planning, 45(5-6), 341-358. https://doi.org/10.1016/j.lrp.2012.09.010
Roberts, A., Jellicoe, M., & Fox, K. (2021). How does a move towards a coaching approach impact the delivery of written feedback in undergraduate clinical education? Advances in Health Sciences Education, 27(1), 7-21. https://doi.org/10.1007/s10459-021-10066-7
Robinson, C. C., & Hullinger, H. (2008). New benchmarks in higher education: Student engagement in online learning. Journal of Education for Business, 84(2), 101-109. https://doi.org/10.3200/JOEB.84.2.101-109
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation ofintrinsic motivation, social development, and well-being. American Psychologist,55, 68-78. https://doi.org/10.1037/0003-066X.55.1.68
Saputro, A. D., Atun, S., Wilujeng, I., Ariyanto, A., & Arifin, S. (2020). Enhancing pre-service elementary teachers' self-efficacy and critical thinking using problem-based learning. European Journal of Educational Research, 9(2), 765-773.
https://doi.org/10.12973/eu-jer.9.2.765
Sharma, P. N., Liengaard, B. D., Hair, J. F., Sarstedt, M., & Ringle, C. M. (2023). Predictive Model Assessment and Selection in Composite-based Modeling Using PLS-SEM: Extensions and Guidelines for Using CVPAT. European Journal of Marketing, 57(6), 1662-1677. https://doi.org/10.1108/EJM-08-2020-0636
Shinde, G. S. (2010). The relationship between students’reponses on the nstional survey of student engagement (NSSE) and retention. Review of Higher Education & Self-Learning, 3(7), 54-55.
Siegel, H. (1989). The rationality of science, critical thinking, and science education. Synthese, 80(1), 9-41. https://doi.org/10.1007/BF00869946
Siegel, H. (1991). The generalizability of critical thinking. Educational Philosophy and Theory, 23(1), 18-30. https://doi.org/10.1111/j.1469-5812.1991.tb00173.x
Sinclair, P. M., Levett‐Jones, T., Morris, A., Carter, B., Bennett, P. N., & Kable, A. (2017). High engagement, high quality: A guiding framework for developing empirically informed asynchronous e‐learning programs for health professional educators. Nursing & Health Sciences, 19(1), 126-137. https://doi.org/10.1111/nhs.12322
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571-581. https://doi.org/10.1037/0022-0663.85.4.571
Stemberg, R J., & Lubart., T. I. (1995). Defying the Crowd: Cultivating Creativity in a Culture of Conformity. The Free Press
Sternberg, R. J. (1994). Allowing for Thinking Styles. Educational Leadership, 52(3), 36-40.
Stone, M. (1974) Cross-Validatory Choice and Assessment of Statistical Prediction. Journal of the Royal Statistical Society: Series B (Methodological), 36, 111-133. https://doi.org/10.1111/j.2517-6161.1974.tb00994.x
Sun, J. C. Y., & Rueda, R. (2012). Situational interest, computer self‐efficacy and self‐regulation: Their impact on student engagement in distance education. British Journal of Educational Technology, 43(2), 191-204. https://doi.org/10.1111/j.1467-8535.2010.01157.x
Sung, Y. T., Liao, C. N., Chang, T. H., Chen, C. L. and Chang, K. E. (2016), “The effect of online summary assessment and feedback system on the summary writing on 6th graders: the LSA-based technique”, Computers and Education, 95, 1-18. https://doi.org/10.1016/j.compedu.2015.12.003
Tenenhaus, M., Vinzi, V., Chatelin, Y., et al. (2005) PLS Path Modeling. Computational Statistics & Data Analysis, 48, 159-205.https://doi.org/10.1016/j.csda.2004.03.005
Tishman, S., & Perkins, D. N. (1995). Critical thinking and physical education. Journal of Physical Education, Recreation & Dance, 66(6), 24-30. https://doi.org/10.1080/07303084.1995.10607094
Toll, D., & Wingkvist, A. (2017). How Tool Support and Peer Scoring Improved Our Students' Attitudes Toward Peer Reviews. Proceedings of the 2017 ACM Conference on Innovation and Technology in Computer Science Education, 311-316. https://doi.org/10.1145/3059009.3059059
Topping, K. (2021). Peer Assessment: Channels of operation. Education Sciences, 11(3), Article 91. https://doi.org/10.3390/educsci11030091
Trowbridge, L. W., & Bybee, R. W. (1990). Becoming a Secondary School Science Teacher (5th ed.). Macmillan.
Tseng, S. C., & Tsai, C. C. (2010). Taiwan college students’self-efficacy and motivation of learning in online peer assessment environments. The Internet and Higher Education, 13(3), 164-169. https://doi.org/10.1016/j.iheduc.2010.01.001Get rights and content
Tsivitanidou, O. E., Zacharia, Z. C., & Hovardas, T. (2011). Investigating secondary school students’ unmediated peer assessment skills. Learning and Instruction, 21, 506-519. https://doi.org/10.1016/j.learninstruc.2010.08.002
Ummah , Hobri, I. K., Yuliati, N., & Dafik, D. (2020). The effect of jumping task based on creative problem solving on students’ problem solving ability. International Journal of Instruction, 13(1), 387–406. http://www.e-iji.net
Wang, X.-M., Hwang, G.-J., Liang, Z.-Y., & Wang, H.-Y. (2017). Enhancing students’ computer programming performances, critical thinking awareness and attitudes towards programming: An online peer-assessment attempt. Journal of Educational Technology & Society, 20(4), 58-68. https://creativecommons.org/licenses/by-nc-nd/3.0/
Williams, L. J., & Hazer, J. T. (1986). Antecedents and consequences of satisfaction and commitment in turnover models: A reanalysis using latent variable structural equation methods. Journal of Applied Psychology, 71(2), Article 219.
https://doi.org/10.1037/0021-9010.71.2.219
Wong, D. F. K., Chan, K. S., & Lau, Y. (2008). The reliability and validity of the Chinese version of the Dysfunctional Attitudes Scale Form A (DAS-A) in a community sample. The International Journal of Psychiatry in Medicine, 38(2), 141-152. https://doi.org/10.2190/PM.38.2.b
Yang, Y. F. (2011). “A reciprocal peer review system to support college students’ writing”, British Journal of Educational Technology, 42 (4), 687-700. http://www.wiley.com/WileyCDA/
Yousef, A. M. F., Sumner, T., (2021). Reflections on the last decade of MOOC research. Computer Applications in Engineering Education, 29, 648–665. https://doi.org/10.1002/cae.22334
Zhan, Y. (2021). What matters in design? Cultivating undergraduates’ critical thinking through online peer assessment in a Confucian heritage context. Assessment & Evaluation in Higher Education, 46(4), 615-630. https://doi.org/10.1080/02602938.2020.1804826
Zhan, Y., Yan, Z., Wan, Z. H., Wang, X., Zeng, Y., Yang, M., & Yang, L. (2023). Effects of online peer assessment on higher‐order thinking: A meta‐analysis. British Journal of Educational Technology, 54(4), 817-835. https://doi.org/10.1111/bjet.13310
Zhang, L.-f. (2000). Are thinking styles and personality types related? Educational psychology, 20(3), 271-283. https://doi.org/10.1080/713663742
Zhao Xinshu., John G., Lynch, Jr.& Qimei Chen. (2010) Reconsidering Baron and Kenny: Myths and Truths about Mediation Analysis. Journal of Consumer Research, 37, (2), 197-206. https://doi.org/10.1086/651257