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Purpose: The purpose of this study was to analyze the differences and influencing factors of college students' critical thinking skills and dispositions depending on their individual backgrounds. Method: The sample included 227 college students (second year fourth year) at A university in Seoul. The instruments used in this study were A university’ critical thinking skill test and KRIVET's comprehensive thinking function test. The data were analyzed using MANOVA and hierarchical multiple regression that adds GPA to individual background variables. Results: The results of this study were as follows: First, there were significant gender differences. Second, there was no significant difference based on students' GPA and admission types. Third, there were some differences in the within-subject effect of majority fields. Conclusion: The results of the analysis indicated that female students perceived lower levels of self-efficacy for critical thinking compared to their real critical thinking skills. In addition, the individual background variable has an effect on critical thinking dispositions., while on the other hand, the credit of the previous semester has an effect on critical thinking skills. The detailed results of the study were elaborated in the main text, and related academic and policy implications were discussed.

gyoyuk hyeoksin yeongu/gyoyuk hyeoksin yeon-gu

An Analysis of Differences and Influencing Factors of College Students' Critical Thinking Skills and Dispositions Based on Their Individual Backgrounds