Table 2.
Dimensions and items of the college students’ CTS evaluation framework.
| Dimension | No. | Item | Code | Source |
|---|---|---|---|---|
| Discipline Cognition (DC) | 1 | I can recognize the strengths and limitations of the discipline I am majoring in. | DC1 | Self-compiled based on the disciplinary characteristics of the humanities |
| 2 | Through studying this subject, my understanding of the world and life is constantly developing | DC2 | ||
| Motivation (MO) | 1 | I look forward to learning challenging things | MO1 | Nair and Stamler (2013) |
| 2 | Completing difficult tasks is fun for me | MO2 | ||
| 3 | Even if material is difficult to comprehend, I enjoy dealing with information that arouses my curiosity | MO3 | ||
| 4 | I enjoy figuring out how things work | MO4 | ||
| 5 | Being inquisitive is one of my strong points | MO5 | ||
| Attentiveness (AT) | 1 | I find that I’m easily distracted when thinking about a task | AT1 | Nair and Stamler (2013) |
| 2 | I find it hard to concentrate when thinking about problems | AT2 | ||
| 3 | I often miss out on important information because I’m thinking of other things | AT3 | ||
| 4 | I often daydream when learning a new topic | AT4 | ||
| 5 | I get so bored with things that I quit before I finish what I planned to do | AT5 | ||
| Open-mindedness (OM) | 1 | Thinking is not about ‘being flexible’, it’s about being right | OM1 | Bentler (1990) |
| 2 | Being open-minded about different world views is less important than people think | OM2 | ||
| 3 | When attempting to solve complex problems, it’s better to give up fast, if you cannot reach a solution so quickly | OM3 | ||
| 4 | Breaking a problem down into smaller parts makes the problem more difficult | OM4 | ||
| 5 | I know what I think and believe, so it’s important not to dwell on it any further | OM5 | ||
| Clarification skills (CL) | 1 | When I’m thinking, my mind always remains clear | CL1 | Quinn et al. (2020) |
| 2 | When a subject is talked about, I think that it’s important to define abstract concepts | CL2 | ||
| 3 | Making a complex idea clear and easy to understand is very important | CL3 | ||
| Organization skills (OR) | 1 | I like to make a list of things I need to do and thoughts I may have | OS1 | Quinn et al. (2020) |
| 2 | When I’m reading or in class, I like to take notes to organize my thoughts in a timely manner | OS2 | ||
| 3 | I like to make various charts to organize a great deal of knowledge I’ve learnt and ideas I’ve generated | OS3 | ||
| Reflection (RE) | 1 | When a theory, interpretation, or conclusion is presented to me, I try to decide if there is good supporting evidence | RE1 | Kember et al. (2010) |
| 2 | When faced with a decision, I seek as much information as possible | RE2 | ||
| 3 | I try to gather as much information about a topic before I draw a conclusion about it | RE3 | ||
| 4 | Putting together the information I have gathered from various sources helps me to make better choices | RE4 |