Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 1 no. 2 (2022)

Chronotype Differences in Critical Thinking Skills Among Senior High School Students

Moises Lopez

Discipline: Education

 

Abstract:

The ultimate goal of K-12 program of the Department of Education is to provide every Filipino child with the education he needs and eventually to compete in the global context; whereas, critical thinking skills are reiterated as one of the vital solutions to diagnose the lapses in the Philippine educational system. However, according to many researchers, there are notable factors that can affect the development of critical thinking skills of students such as chronotype or the time preference of individuals. Accordingly, differences in sleep patterns are accompanied by the differences in the timing of peak cognitive performance which is also a manifestation of maximum activation of critical thinking skills of a learner. The significance of this study therefore lies on its intention to provide an inquiry-based data in understanding the academic performance of senior high school students through their perceived critical thinking skills with regards to their school-rhythms or their most favorable time-of-day for learning. If teachers and program developers are able to assess their student’s chronotype, then there would be high possibility in achieving the genuine teaching-learning process in the department. In the light of the findings of the study, the following conclusions are presented: (1) The grade 11 senior high schools’ students are morning-type. (2) Students who often manifest inquisitiveness may have a good level of interpretation, analysis, inference, evaluation, explanation, and self- regulation as dimensions of critical thinking skills. (3) The students have the same perceptions on the level of different dimensions of their critical thinking skills regardless of their senior high school track affiliation. Moreover, (4) the chronotype or time preference of Grade 11 senior high school students does not affect the level of their critical thinking skills.



References:

  1. Adan, A., Archer, S. N., Hidalgo, M. P., Di Milia, L., Natale, V., & Randler, C. (2012). Circadian typology: A comprehensive review. Chronobiology International, 29, 1153-1175.
  2. Alcantara, E. & Bacsa, J.M. (2017). Critical Thinking and Problem Solving Skills in Mathematics of Grade-7 Public Secondary S t u d e n t s . h t t p : / / w w w . a p j m r . c o m / w p c onte nt/uploa ds/2017/12/A PJMR -2017.5.4.2.03.pdf
  3. Alfaro-LeFevre R. (2009). Critical thinking and clinical judgment. A practical approach to outcome-focused thinking (4th ed.). Saunders Elsevier, St Louis, Missouri.
  4. Bernasconi, L. (2008). The jewels of ERWC instruction. California English, 14 (1), 16-19. Retrieved Januaray 15, 2018 http://www.cateweb.org/california_english/index.html
  5. Bertrand, S.J., Cheung, J., Gehrman, P.R., Kalmbach, D.A., Kariharan, T., Pack, A.I. & Schneider, L.D. (2017). Genetic Basis of Chronotype in Humans: Insights From Three Landmark G W A S . R e t r i e v e d O c t o b e r 18, 2 0 1 8 f r o m https://ww w .nc bi.nlm.nih.gov/pubme d/28364486.
  6. Cortez, R. M. (2016). Discussion Paper On The Enhanced K+12 Basic Education Program. Retrieved July 7, 2018 from ceap.org.ph/upload/download/201210/17115829500_1.pdf.
  7. Davidson, A. (2016).The Early Bird Catches The Worm! The Impact Of Chronotype And Learning Style On Academic Success In University Students. Retrieved September 29, 2018 from https://journal.lib.uoguelph.ca/index.php/tli/article/view/3553/3737
  8. de Castro, B. (2004). Pre-Service Teachers’ Mathematical Reasoning as an Imperative for Codified Conceptual Pedagogy in Algebra: A case Study in Teacher Education. Retrieved October 2, 2018 from https://files.eric.ed.gov/fulltext/EJ720536.pdf
  9. Del Bueno, D. (2005). A Crisis in Critical Thinking. Nursing Education Perspectives, 26(5). ProQuest Medical Library, 278. R e t r i e v e d J u n e 1 5 , 2 0 1 8 f r o m https://www.researchgate.net/profile/Juan_Diaz-Morales/publication / 2 6 4 2 3 4 3 5 5 _ C h r o n o t y p e _ a n d _ t i m e - o f - day_effects_on_mood_during_school_day/links/5476ff240cf245eb4 37299d0/Chronotype-and-time-of-day-effects-on-mood-duringschool-day.pdf?origin=publication_detail.
  10. Dela Cruz, R. S. (2012). The Lack Of Critical Thinking In Philippine Schools. Manila Bulletin. Retrieved November 20, 2018 from https://ph.news.yahoo.com/lack-critical-thinking-philippine-schools033314778.html
  11. Díaz-Morales, J., Escribano, C., & Jankowski, K. (2015). Chronotype and time-of-day effects on mood during school day. Chronobiology International, 32, 37-42. Retrieved August 3, 2018 from https://www.researchgate.net/profile/Juan_Diaz-Morales/publication / 2 6 4 2 3 4 3 5 5 _ C h r o n o t y p e _ a n d _ t i m e - o f - day_effects_on_mood_during_school_day/links/5476ff240cf245eb4 37299d0/Chronotype-and-time-of-day-effects-on-mood-duringschool-day.pdf?origin=publication_detail.
  12. Díaz-Morales, J.F., Escribano, C., Jankowski, K.S., Randler, C. & Vollmer, C. (2014). Evening adolescents: the role of family relationships and pubertal development. Retrieved October 18, 2018 from https://www.ncbi.nlm.nih.gov/pubmed/24793390
  13. Dosseville, F., Laborde, S., Lericollais, R. (2013). Validation of a Chronotype Questionnaire Including an Amplitude Dimension. Chronobiology International, Early Online, 1–10. Retrieved February 19, 2018 from http://citeseerx.ist.psu.edu/viewdoc/ download?doi=10.1.1.908.9960&rep=rep1&type=pdf.
  14. Elson, S. B., Hartman, R., Beatty, A., Trippe, M., Buckley, K., Bornmann, J., Bochniewicz, E., Lehner, M., Korenovska, L., Lee, J., Servi, L., Dingwall, A., Lehner, P. E., Soltis, M., Brown, M., Beltz, B., & Sprenger, A. (2018). "Critical Analytic Thinking Skills: Do They Predict Job-Related Task Performance Above and Beyond General Intelligence?," Personnel Assessment and Decisions: Vol. 4: Iss. 1, A rtic le 2. Re trie ved April 18, 2018 from h t t p s : / / p d f s . s e m a n t i c s c h o l a r . o r g / d52f/ebfb1b0fb7e1f7ed869e 9dc 9a 47674d39078.pdf
  15. Ennis, R.H. (1985). A logical basis for measuring critical thinking. Retrieved March 7, 2018 from https://pdfs.semanticscholar.org/ 80a7/c7d4a98987590751df4b1bd9adf747fd7aaa.pdf\
  16. Escribano C., Diaz-Morales, J. (2016). Sleep Habits and Chronotype Effects on Academic and Cognitive Performance in Spanish Adolescents: A Review. International Online Journal of Educational Sciences, 8 (5), 17-29. Retrieved May 9, 2018 from https://pdfs.semanticscholar.org/326a/83c7aebdfdafdf7135cfe7cfcfc a6e027f5a.pdf.
  17. Escribano, C., Díaz-Morales, J. F. (2014). Daily fluctuations in attention at school considering starting time and chronotype: an exploratory study. Chronobiology International, 31 (6), 761-769. R e t r i e v e d J u n e 1 7 , 2 0 1 9 f r o m https://www.researchgate.net/profile/Juan_Diaz-Morales/publication / 2 6 4 2 3 4 3 5 5 _ C h r o n o t y p e _ a n d _ t i m e - o f - day_effects_on_mood_during_school_day
  18. Facione, P. (1998). Critical Thinking: What It Is and Why It Counts. R e t r i e v e d September 2 9 , 2 0 1 8 from http://www.insightassessment.com/pdf_files/what&why2006.pdf
  19. Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. Research findings and recommendations. American Philosophical Association, Newark, DE. (ERIC Document Reproduction Service No. ED 315423). Retrieved September 29, 2018 from h t t p s : / / w w w . r e s e a r c h g a t e . n e t / p u b l i c a t i o n / 242279575_Critical_Thinking_A_Statement_of_Expert_Consensus _for_Purposes_of_Educational_Assessment_and_Instruction
  20. Facione, P. A. (2015). Critical Thinking: What It Is and Why It Counts. Measured Reasons and The California Academic Press, Millbrae, CA. Retrieved from February 14, 2018 http://www.student.uwa.edu.au/ data/assets/pdf_file/0003/1922502 /Critical-Thinking-What-it-is-and-why-it-counts.pdf.
  21. Fañomnåkan, (2018). Assessment instrument: California Critical Thinking Skills Test (CCTST); Insight Assessment Graduating Seniors. Retrieved October 2, 2018 from https://www.uog.edu/_resources/files/student-achievement/fanomna kan-2018-cctst-senior-results.pdf.
  22. Fster, R. & Kreitzman, L. (2004). Rhythms of Life: The Biological Clocks that Control the Daily Lives of Every Living Thing. R e t r i e v e d S e p t e m b e r 2 7 , 2 0 1 8 f r o m http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.824.9279 &rep=rep1&type=pdf
  23. Ganaden, M. & Ramirez, R.P. ( 2008). Creative Activities and Students’ Higher Order Thinking Skills. Retrieved October 2, 2018 f r o m http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.824.9279 &rep=rep1&type=pdf
  24. Garcia-Marques, T. & Loureiro, F. (2015). Morning or Evening person? Which type are you? Self-assessment of chronotype. R e t r i e v e d O c t o b e r 2 1 , 2 0 1 8 f r o m http://repositorio.ispa.pt/bitstream/10400.12/3964/1/PID_86_168-17 1.pdf.
  25. Ghanizadeh, A. (2011). An Investigation into the Relationship Between SelfRegulation and Critical Thinking Among Iranian EFL Teachers. Retrieved September 29, 2018 from http://jte.sru.ac.ir/article_292_85922dcb2d7ea7488ff12b05da75fcf0. Pdf
  26. Ghazivakili, Z., Nia, R. N., Panahi, F., Karimi M., Gholsorkhi, H., & Ahmadi, Z. (2014). The Role Of Critical Thinking Skills And Learning Styles Of University Students In Their Academic Performance. Journal of Advances in Medical Education and Professionalism. Retrieved April 7, 2018 from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4235550/#B1.
  27. Goldstein, D., Hahn, C. S., Hasher, L., Wiprzycka, U. J., & Zelazo, P. D. (2007). Time of day, Intellectual Performance, and Behavioral Problems in Morning Versus Evening type Adolescents: Is there a Synchrony Effect? Personality and Individual Differences, 42 (3), 431 – 4 4 0 . R e t r i e v e d f r o m O c t o b e r 8, 2 0 1 8 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1761650/pdf/nihms -13069.pdf.
  28. Halpern D. F. (2001). Assessing the effectiveness of critical thinking instruction. The Journal of General Education, 50, 270-286. R e t r i e v e d f r o m S e p t e m b e r 8 , 2 0 1 8 https://mafiadoc.com/why-night-owls-are-more-intelligent-lse-londo n-school-of-_5a2289991723ddda02484f49.html.
  29. Halpern, D. F. (1998). Teaching critical thinking for transfer across domains. American Psychologist, 53 (9), 449–455. Retrieved from J u n e 2 , 2 0 1 8 f r o m http://www.reading.org/General/Publications/Journals/ jaal.aspx
  30. Hasher, L., Chung, C., May, C. P., Foong, N. (2002). Age, time of testing, and proactive interference. Can. J. Exp. Psychol. 56, 200- 207. R e t r ie v e d from Se p te mb e r 28, 2018 https://mafiadoc.com/why-night-owls-are-more-intelligent-lse-london-school-of-_5a2289991723ddda02484f49.html.
  31. Hayes, K., & Devitt, A. (2008). Classroom discussions with studentled feedback: a useful activity to enhance development of critical thinking skills. Journal of Food Science Education, 7 (4), 65-68. R e t r i e v e d f r o m http://www.ift.org/knowledge-center/read-ift-publications/journal-of -foodscience-education.aspx
  32. Horne, J. A., Ostberg, O. (1976). A self-assessment questionnaire to determine morningness-eveningness in human circadian rhythms. Int J Chronobiol, 4, 97-110. Retrieved from June 2, 2018 from http://www.reading.org/General/Publications/Journals/ jaal.aspx
  33. Hornik, J., Miniero, G. (2009). Synchrony effects on customers’ responses and behaviors. Int. J. Res. Mark., 26, 34-40. Retrieved f r o m J u n e 2 , 2 0 1 8 f r o m http://www.reading.org/General/Publications/Journals/ jaal.aspx
  34. Hove, G. M. (2011). Developing Critical Thinking Skills in the High School English Classroom. University of Wisconsin-Stout, W is c ons in. R e trie ve d N ove mbe r 2, 2018 from h t t p : / / c i t e s e e r x . i s t . p s u . edu/viewdoc/download?doi=10.1.1.389.4692&rep=rep1&type=pdf.
  35. Husband, G. (2006) An Analysis Of Critical Thinking Skills In Computer Information Technology Using The California Critical Thinking Skills Test. Retrieved September 29, 2019 from http://www2.uwstout.edu/content/lib/thesis/2006/2006husbandg.pdf
  36. Kanazawa, S., Perina K. (2009). Why night owls are more intelligent. Personality and Individual Differences, 47, 685–690. R e t r i e v e d f r o m https://mafiadoc.com/why-night-owls-are-more-intelligent-lse-londo n-school-of-_5a2289991723ddda02484f49.html.
  37. Kerkhof, G.A. (1985). Inter-individual differences in the human circadian system: A review. Biol Psychol, 20, 83-112. Retrieved f r o m J u n e 2 , 2 0 1 8 f r o m http://www.reading.org/General/Publications/Journals/ jaal.aspx
  38. K i ll go re , W. D. S., & K i l lg o re , D. B. (2007) . Morningness–eveningness correlates with verbal ability in women but not men. Perceptual and Motor Skills, 104, 335–338. doi:10.2466/pms.104.1.335-338. Retrieved from June 2, 2018 from http://www.reading.org/General/Publications/Journals/ jaal.aspxc
  39. Killgore, W. D. S., Killgore, D. B., Day, L. M.,Li, C., Kamimori, G. H. and Balkin, T. J. (2007) The effects of 53 hours of sleep deprivation on moral judgment. Sleep, 30, 345-352. Retrieved from J u n e 2 , 2 0 1 8 f r o m http://www.reading.org/General/Publications/Journals/ jaal.aspx
  40. Kitot, A. K. A., Ahmad, A. R., & Seman, A. A. (2010). The effectiveness of inquiry teaching in enhancing students' critical thinking. In Procedia - Social and Behavioral Sciences, 7, 264-273.
  41. Kohzadi, H., Azizmohammadi, F., Samadi, F. (2014). Is there a relationship between critical thinking and critical reading of literary texts: A case study at Arak University (Iran). International Letters of Social and Humanistic Sciences, 33, 63-76. Retrieved from April 8, 2018 https://www.scipress.com/ILSHS. 33.63.pdf.
  42. Koskenvuo, M., Hublin, C., Partinen, M., Heikkilä, K., Kapprio, J. (2007). Heritability of diurnal type: a nationwide study of 8753 adult twin pairs. J. Sleep Res., 16, 156–162.
  43. Kuhn, D. (1999). A developmental model of critical thinking. Educational Researcher, 28 (1), 16–26. Retrieved from June 2, 2018 from http://www.reading.org/General/Publications/Journals/jaal.aspx
  44. Lai, E. R. (2011). Critical Thinking: A Literature Review. Pearson. R e t r i e v e d f r o m M a y 8 , 2 0 1 8 https://www.thinkwatson.com/wp-content/uploads/CriticalThinking ReviewFINAL.pdf.
  45. Lai, E. R. (2011). Critical Thinking: A Literature Review. Pearson. R e t r i e v e d f r o m M a y 8 , 2 0 1 8 https://www.thinkwatson.com/wp-content/uploads/CriticalThinking ReviewFINAL.pdf
  46. Law, C., & Kaufhold, J. (2009). An analysis of the use of critical thinking skills in reading and language art instruction. Reading Improvement, 46 (1), 29-34. Retrieved from June 2, 2018 from http://www.reading.org/General/Publications/Journals/ jaal.aspx
  47. LeBourgeois, M. K., Giannotti, F., Cortesi, F., Wolfson, A. R., & Harsh, J. (2005). The Relationship Between Reported Sleep Quality and Sleep Hygiene in Italian and American Adolescents. Pediatrics, 115 (10), 257–265. Retrieved May 8, 2018 from http://doi.org/10.1542/peds.2004-0815H.
  48. Levandovski, R., Sasso, E., Hidalgo, M. (2013). Chronotype: A review of the advances, limits and applicability of the main instruments used in the literature to assess human phenotype. Trends Psychiatry Psychother, 35 (1), 3-1. Retrieved from June 2, 2018 from http://www.reading.org/General/Publications/Journals/ jaal.aspx
  49. Lewis, A., & Smith, D. (1993). Defining higher order thinking. Theory into Practice, 32(3), 131–137. Retrieved from June 2, 2018 from http://www.reading.org/General/Publications/Journals/ jaal.aspx
  50. Linn, R. (2000). Assessments and Accountability. Educational Researcher, 29 (2), 4-16. Retrieved April 7, 2018 from http://journals.sagepub.com/doi/pdf/10.3102/0013189X029002004
  51. Liu, O. L., Frankel, L., Roohr, K. C. (2014). Assessing Critical Thinking in Higher Education: Current State and Directions for Next-Generation Assessment. Educational Testing Service Research Report – 14-10. Retrieved December 2, 2018 from https://files.eric.ed.gov/fulltext/EJ1109287.pdf.
  52. Loureiro, F., Garcia-Marques, T. (2015). Morning or evening person? Which type are you? Self-assessment of chronotype. Personality and Individual Differences, 86, 168-171. Retrieved from J u n e 2 , 2 0 1 8 f r o m http://www.reading.org/General/Publications/Journals/ jaal.aspx
  53. Lun, V. M. (2010). Examining the influence of culture on critical thinking in higher education, thesis. University of Wellington, New Zealand.
  54. Marquez, L. P. (2017). Critical Thinking in Philippine Education: What We Have and What We Need. University of the Philippines Diliman, Philippines. Retrieved July 29, 2018 from http://www.jceps.com/wp-content/uploads/2017/10/15-2-10.pdf.
  55. May, C. P. (1999). Synchrony effects in cognition: the cost and the benefit. Psychon. Bull. Rev., 6, 142-147. Retrieved from June 2, 2018 from http://www.reading.org/General/Publications/Journals/ jaal.aspx
  56. May, C. P., & Hasher, L. (1998). Synchrony effect in inhibitory control over thought and action. Journal of Experimental Psychology: Human Perception and Performance, 24, 363-379. R e t r i e v e d f r o m J u n e 2 , 2 0 1 8 f r o m http://www.reading.org/General/Publications/Journals/ jaal.aspx
  57. Mendelman, L. (2007). Critical Thinking And Reading. Journal of Adolescent and Adult Literacy, 51(4), 300-304. Retrieved from June 2, 2018 from http://www.reading.org/General/Publications/Journals/ jaal.aspx
  58. Miri, B., David, B., Uri. Z. (2007). Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking. Research in Science Education, 37, 353–369. Retrieved from June 2, 2018 from https://pdfs.semanticscholar.org/ 9cb9/2418aca34ce6d34c41d454e6113cf8543f8a.pdf.
  59. Natale, V., & Cicogna, P. (2002). Morningness–eveningness dimension: Is it really a continuum? Personality and Individual Differences, 32(5), 809–816. Retrieved from June 2, 2018 from http://dx.doi.org/ 10.1016/S0191-8869(01)00085-X.
  60. Natale, V., Randler, C. & Tonetti, L. (2015). Association between circadian preference and academic achievement: a systematic review and meta-analysis. Chronobiology international. Retrieved S e p t e m b e r 2 9 , 2 0 1 8 f r o m https://www.ncbi.nlm.nih.gov/pubmed/26125131
  61. Neuschmidt, O., Barth, J., & Hastedt, D. (2008). Trends in gender differences in mathematics and science (TIMSS 1995–2003). Studies in Educational Evaluation, 34(2), 56-72. Retrieved from J u n e 8 , 2 0 1 8 http://www.academicjournals.org/journal/ERR/article-full-text-pdf/8 16ECC15386.
  62. Owens, J. A., Belon, K., Moss, P. (2010). Impact of Delaying School Start Time on Adolescent Sleep, Mood, and Behavior. Arch Pediatr Adolesc Med, 164 (7), 608–614. Retrieved from h t t p s : / / p d f s . s e m a n t i c s c h o l a r . o r g / 2 0 4 f / 6c 62e e d2b10a 060bac 4e 444358d8be04d304.pdf.
  63. Paul, R. W. (1992). Critical thinking: What, why, and how? New Directions for Community Colleges, 77, 3–24.
  64. Paul, R., & Elder, L. (2008). Critical thinking: strategies for improving student learning, part II. Journal of Developmental Education, 32 (2), 34-35.
  65. Preckel, F., Lipnevich, A., Ross, A., & Roberts, R. (2011). Relations between chronotype and the Big Five-Factor model of personality: Meta-analytic and facet-analytic findings. Manuscript in preparation
  66. Preckel, F., Lipnevich, A., Schneider, S., & Roberts, R. (2011). Chronotype, cognitive abilities, and academic achievement: A metaanalytic investigation. Learning and Individual Differences, 21 (5), 483-492.
  67. Ramírez, M. (2006). Understanding the low mathematics achievement of Chilean students: A cross-national analysis using TIMSS data. International Journal of Educational Research, 45(3), 102-116. Retrieved from June 8, 2018 http://www.academicjournals.org/journal/ERR/article-full-text-pdf/.
  68. Ramos, J.L.S., Dolipas, B.B., & Villamor, B.B. (2013). Higher Order Thinking Skills and Academic Performance in Physics of College Students: A Regression Analysis. International Journal of Innovative Interdisciplinary Research, 48-60.
  69. Randler, C. & Schredl, M. (2017). Chronotype, Sleep Behavior, and the Big Five Personality Factors. Retrieved September 27, 2018 from https://scinapse.io/papers/2752827514.
  70. Roenneberg, T. (2012). What is chronotype?. Sleep and biological rhythms, 1O (2), 75-76. Retrieved from June 8, 2018 http://www.academicjournals.org/journal/ERR/article-full-text-pdf/8 16ECC15386
  71. Roenneberg, T., Kuehnle, T., Juda, M., Kantermann, T., Allebrandt, K., Gordijn, M., Merrow, M. (2007). Epidemiology of the human circadian clock. Sleep Med Rev., 11, 429-38. Retrieved from June 8, 2 0 1 8 http://www.academicjournals.org/journal/ERR/article-full-text-pdf/8 16ECC15386.
  72. Rowe, G., Hasher, L., Turcotte, J. (2009). Age and synchronicy effects in visuospatial working memory. Q. J. Exp. Psychol., 62, 1 8 7 3 - 1 8 8 0 . R e t r i e v e d f r o m J u n e 8, 2 0 1 8 http://www.academicjournals.org/journal/ERR/article-full-text-pdf/8 16ECC15386.
  73. Sadi, O. & Uyar, M. (2013). The Relationship Between SelfEfficacy, Self-Regulated Learning Strategies And Achievement: A Path Model. Retrieved September 29, 2018 from http://oaji.net/articles/2015/987-1425757563.pdf
  74. Salas, E. A. (2016). Student Level of Critical Thinking Skills in Filipine. International Journal of Thesis Projects and Dissertations, 4 (3), 181-191. Retrieved December 7, 2018 from http://www.researchpublish.com/download.php?file=Student%20Le vel%20of%20Critical%20Thinking-3745.pdf&act=book.
  75. Samanhudi, U., Sampurna, P. (2010 Samanhudi, U. & Sampurna, P. (2010). Researching students’ critical thinking in EFL writing class (a case study in English education department, Untirta). TEFLIN 57th Revitalizing Professionalism in ELT as a Response to Globalized World. Bandung: Indonesia University of Education. R e t r i e v e d f r o m J u n e 8 , 2 0 1 8 http://www.academicjournals.org/journal/ERR/article-full-text-pdf/8 16E7580-15386
  76. Schmidt, C., Collette, F., Cajochen, C., Peigneux, P. (2007). A time to think: circadian rhythms in human cognition. Cogn. Neuropsychol, 24, 755–789.
  77. Semerci , C. (2010). The relationships between self leadership and critical thinking. African Journal of Business Management, 4 (8), 1 6 3 9 - 1 6 4 3 . R e t r i e v e d f r o m J u n e 8, 2 0 1 8 http://www.academicjournals.org/journal/ERR/article-full-text-pdf/8 16ECC15386.
  78. Senechal, D. (2010). The most daring education reform act of all. American Educator. Retrieved October 2, 2018 from http://www.aft.org/newspubs/periodicals/ae/issues.cfm
  79. Simpson E., Courtney M. (2002). Critical thinking in nursing education: literature review. International Journal of Nursing Practice, 8, 89-98. Retrieved from February 7, 2018 https://eprints.qut.edu.au/263/1/SIMPSON_CRITICAL_THINKING .PDF
  80. Smith, C.S., Folkard, S., Schmieder, R.A., Parra, L.F., Spelten, E., Almiral, H., Sen, R.N., Sahu, S., Perez, L.M., Tisak, J. (2002). Investigation of morning– evening orientation in six countries using the preferences scale. Pers. Individ. Dif., 32, 949–968.
  81. Smyth, J. (2000). Reclaiming Social Capital through Critical Teaching". The Elementary School Journal. Retrieved September 29, 2 0 1 8 f r o m http://health.tki.org.nz/Key-collections/Curriculum-in-action/Makin g-Meaning/Teaching-and-learning-approaches/Importance-ofcritical-thinking
  82. Soehner, A.M., Kennedy, K.S., Monk, T.H. (2011). Circadian preference and sleep-wake regularity: associations with self-report sleep parameters in daytime-working adults. Chronobiol. Int., 28, 8 0 2 – 8 0 9 . R e t r i e v e d f r o m J u n e 8, 2 0 1 8 http://www.academicjournals.org/journal/ERR/article-full-text-pdf/8 16ECC15386.
  83. Song, J. & Stough, C. (2000). The relationship between morningness–eveningness, time-of-day, speed of information processing, and intelligence. Personality and Individual Differences, 29, 1179 - 1 1 9 0 . R e t r i e v e d from J une 8, 2018 http://www.academicjournals.org/journal/ERR/article-full-text-pdf/8 16ECC15386.
  84. Sternberg, R. J. (1986). Critical thinking: Its nature, measurement, and improvement. Washington, DC: National Institute of Education. R e t r i e v e d December 2 , 2 0 1 8 from http://eric.ed.gov/PDFS/ED272882.pdf
  85. Taillard, J., Philip, P., Hastang, J-F., Bioulac, B. (2004). Validation of Horne and Östberg Morningness-Eveningness Questionnaire in a middleaged population of French workers. J. Biol. Rhythms, 19, 7 6 – 8 6 R e t r i e v e d f r o m J u n e 8 , 2 0 1 8 http://www.academicjournals.org/journal/ERR/article-full-text-pdf/8 16ECC15386.
  86. Tempelaar, D. T. (2006). The role of metacognition in business education. Ind. High. Educ., 20 (5), 291-297. Retrieved from June 8, 2 0 1 8
  87. Tuttas, C. (2008). The Performance Based Development System assessment tool affects travel nurses. Healthcare Traveler. Retrieved from http://healthcaretraveler.modernmedicine.com/healthcare-traveler/ne ws/clinical/travel-nursing/performance-based-development-systemassessment-too?page=full.
  88. Vink, J. M., Groot, A.S., Kerkhof, G.A., Boomsma, D.I. (2001). Genetic analysis of morningness and eveningness. Chronobiol. Int., 18, 809–822. Retrieved from June 8, 2018 http://www.academicjournals.org/journal/ERR/article-full-text-pdf/8 16ECC15386.
  89. Visande, J. (2014).Developing Critical Thinking Skills among Education Students Through Formative Education. Retrieved O c t o b e r 2 , 2 0 1 8 f r o m https://infonomics-society.org/wp-content/uploads/ijcdse/publishedpapers/volume-5-2014/Developing-Critical-Thinking-Skills-amongEducation-Students-.pdf
  90. Vitaterna, M. H., Takahashi, J. S., & Turek, F. W. (2001). Overview of circadian rhythms. Alcohol Research & Health, 25(2), 85-93. R e t r i e v e d f r o m J u n e 8 , 2 0 1 8 http://www.academicjournals.org/journal/ERR/article-full-text-pdf/8 16ECC15386
  91. Vollmer, C., PÓ§tsch, F., C. (2013). Morningness is associated with better gradings and higher attention in class. Learn Individ Differ, 27, 167–73. Retrieved from June 8, 2018 http://www.academicjournals.org/journal/ERR/article-full-text-pdf/8 16ECC15386.
  92. Wagner, D., & Roberts, R. D. (2003). Zusammenhänge zwischen Chronizität (LOCI), Intelligenz und Persönlichkeit [Relationship between chronotype (LOCI), intelligence, and personality]. R e t r i e v e d f r o m O c t o b e r 8 , 2 0 1 8 http://www.psychologie.uni-mannheim.de/psycho2/publi/papers/hall e_2003_wagener.pdf.
  93. Watson G. B., Glaser E. M. (1980). Watson-Glaser critical thinking appraisal. San Antonio: The Psychological Corporation. Retrieved f r o m O c t o b e r 2 , 2 0 1 8 http://www.pearsonvue.com/phnro/wg_practice.pdf.
  94. Watson, G., Glaser, E. M. (1991). Watson-Glaser Critical Thinking Appraisal manual. Kent, OH: The Psychological Corporation, 29
  95. Willingham, D. (2007). Critical Thinking: Why Is It So Hard to Teach? Learning Disability OnLine. Retrieved from April 7, 2018 http://www.ldonline.org/article/21409/
  96. Wittmann, M., Dinich, J., Merrow, M., and Roenneberg, T. ( 2006). SOCIAL JETLAG: MISALIGNMENT OF BIOLOGICAL AND SOCIAL TIME. Retrieved October 18, 2018 from April 7, 2018 https://pdfs.semanticscholar.org/1bc2/6fe8a19e2911136f0ad00a86eb f2203ef906.pdf
  97. Yang, L., Hasher, L., Wilson, D. E. (2007). Synchrony effects in Yenice, N. (2011). Investigating pre-service science teachers’ critical thinking dispositions and problem solving skills in terms of different variables. Educational Research and Reviews, 6 (6), 497–508. Retrieved from June 8, 2018 http://www.academicjournals.org/journal/ERR/article-full-text-pdf/8 16ECC15386.
  98. Zamzow, J. (2014) A Comparison of Chronotype on Indices of Executive Function and Impulsivity. . Retrieved October 18, 2018 from http://uir.unisa.ac.za/bitstream/handle/10500/11831/dissertation_mal uleke_r.pdf;jsessionid=7DF9A6B3A24D7DD449094E2479A25794 ?sequence=1\
  99. Zamzow, J. (2014). A Comparison of Chronotype on Indices of Executive Function and Impulsivity. Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A4509/datastr eam/OBJ/download/A_Comparison_of_Chronotype_on_Indices_of_ Executive_Function_and_Impulsivity.pdf
  100. Zimmermann, L.K. (2011). Chronotype and the transition to college life. Chronobiol. Int., 28, 904–910. Retrieved from June 8, 2018 http://www.academicjournals.org/journal/ERR/article-full-text-pdf/8 16ECC15386. Affiliations and Corresponding Information Corresponding: Moises M. Lopez III Email: moises.lopez59@deped.gov.ph automatic and controlled retrieval. Psychon. Bull. Rev., 14, 51-56. R e t r i e v e d f r o m J u n e 8 , 2 0 1 8 http://www.academicjournals.org/journal/ERR/article-full-text-pdf/8 16ECC15386.

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic