Abstract
The influence of disciplinary differences onself-perceived gains in critical thinking andcommunication skills were examined in terms of studentbackground characteristics, experiences in the major,and college experience variables. Academicdisciplines were categorized according to Biglan's(1973a) classification of single- and multiple-paradigmdisciplines. Although multigroup structural equationmodeling showed no differences between self-perceivedgains for single- and multiple-paradigm disciplines, theproposed theoretical model accounted for 13.5% and 25.3%of the variance in self-perceived gains in critical thinking and communication skills,respectively. The variable most highly associated withself-perceived gains was the quality of lower-divisioncourses in the major.
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Li, G., Long, S. & Simpson, M.E. SELF-PERCEIVED GAINS IN CRITICAL THINKING AND COMMUNICATION SKILLS: ARE THERE DISCIPLINARY DIFFERENCES?. Research in Higher Education 40, 43–60 (1999). https://doi.org/10.1023/A:1018722327398
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DOI: https://doi.org/10.1023/A:1018722327398