Evaluation of the Relationship between Critical Thinking Skills and affective Control in Child Training Students of the Female Technical and Vocational College in the City of Broujerd

Abstract

This study is a descriptive-correlational study with the purpose of evaluating the relationship between critical thinking skills and affective control in child training students of the female technical and Vocational College in the city of Broujerd.  Statistical population of this study consisted of all students in the field of child training of the technical and Vocational College in the city of Broujerd during the first semester of the 2014 academic year who was 150 in number.  From the mentioned students by way of simple random sampling and based on the Morgan table, 108 individuals were selected for participation in the study.  Tools for data collection were the California standard critical thinking skills test (form B) and the standard scale for affective control.  Additionally, the data collected was analyzed using the SPSS 22 software with the help of Pearson’s correlation coefficient and regression analysis.  Meaningful correlation was found between critical thinking and affective control in students (P<0.01, P=0.000) (r=-0.59).  Among the subscales of affective control, aggression had the highest correlation (r=-0.70, P=0.000) and positive affect had the least correlation (r=-0.29, P=0.002) with critical thinking.  Also, the variance of affective control in students was predictable by way of critical thinking (P<0.01).  Considering the meaningful correlation between affective control and critical thinking, it can be concluded that improvement in the process of critical thinking leads to increased affective control.

Key Words: Critical Thinking, Affective Control, Child Training Students, Skill