Investigating the relation between critical thinking in the dimensions of creativity, cognitive maturity and mental involvement and the religious identity of Educational Sciences and Psychology students of Isfahan University

Abstract

The main purpose of this study was to investigate the relation between critical thinking and dimensions of religious identity of Educational Science and Psychology students of Isfahan University. Since this study addresses a regularly, actually and objectively description of an object, this study is a kind of descriptive study and because it investigates the relation between critical thinking with religious identity among students of Isfahan University, this study is a kind of correlation. The finding indicates that the level of critical thinking of students in the cognitive maturity dimension was higher than average level. And the level of critical thinking of students in the mental involvement is higher than average level and it means that students accept the good leaders who listen to different opinions, also students are looking for opportunities to solve problems and they are interested in many subjects, test results showed that there is not any significant relation between the level of critical thinking and religious identity and cognitive-belief dimension among students in the 0.05 alpha level. While there is a significant and positive relation between the critical thinking skills with experimental-emotional and ritual-religious dimensions of religious identity in the 0.05 alpha levels, it means that by increasing the students' critical thinking skills, the scores of experiential- emotional and ritual-religious identity skills increases.

Keywords: Critical thinking, religious identity, student, Isfahan University.