#10660. The dynamic relationship between response processes and self-regulation in critical thinking assessments

October 2026publication date
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Education;
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Abstract:
Our aim was to explore higher education students’ response and self-regulatory processes plus the relationship between these, as evidenced in two types of performance-based critical thinking tasks included in the Collegiate Learning Assessment (CLA+) International instrument. The data collection consisted of 20 cognitive laboratories. The data were analyzed using a qualitative approach. The tasks were found to trigger different response and self-regulatory processes. Overall, the performance task evoked more holistic processes than the selected-response questions, in which students’ processes were more question-oriented.
Keywords:
Critical thinking; Performance-based assessment; Qualitative analysis; Response processes; Self-regulation; Undergraduate students

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