Critical thinking among mainland Chinese students has drawn widespread scholarly attention. However, how students' critical thinking dispositions evolved over time – and the factors influencing these changes – remains unclear. To address these gaps, we conducted a cross-temporal meta-analysis of 487 studies, comprising 681 independent samples and a total of 145,487 participants. The results revealed that: (a) the total dimension of critical thinking disposition, analyticity, systematicity, self-confidence, inquisitiveness, and maturity dimensions among mainland Chinese students declined significantly from 2000 to 2025; (b) the temporal effects on the truth-seeking and open-mindedness dimensions of critical thinking disposition are not significant; (c) annual college admission rates, time spent on mathematics homework, and time spent on English homework in a given year significantly negatively predicted the variances of critical thinking disposition in the same year. In contrast, the student–teacher ratio in the current year significantly and positively predicted the total score of critical thinking dispositions; (d) The student–teacher ratio and the educational expenditure (proportion of GDP) of five years prior significantly and positively predicted critical thinking dispositions. The theoretical and educational implications are discussed, along with directions for future research.
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