The primary aim of this study was to conduct a cross‐cultural comparison of the level of critical thinking of Danish and Spanish psychology students (N = 788) attending innately different bachelor‐level courses; personality psychology and introductory statistics/research methods. Several instruments are available for the assessment of critical thinking (CTh), but most are, however, unsuitable for use in large surveys with many constructs, due to length or single‐person administration formats. One brief and much‐used scale is the CTh scale in the Motivated Strategies for Learning Questionnaire (MSLQ), used in this study. To ensure unbiased comparisons across countries and courses, our secondary aim was to investigate the content validity, as well as the psychometric properties, of the CTh scale to ensure the most accurate and unbiased comparison. For this purpose, Rasch and graphical loglinear Rasch models were used. After reducing the number of items due to content validity issues, the CTh scale fitted Rasch models within each national sample, and was measurement invariant relative to age group, gender, course and university. In the cross‐cultural item analysis, two items functioned differentially relative to nationality, and the scale fitted a graphical loglinear Rasch model. CTh scores related to introductory statistics/research methods courses differed significantly from scores related to personality psychology, for Danish students only.

中文翻译：

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心理学学生的批判性思维：使用 Rasch 模型的跨文化研究

本研究的主要目的是对丹麦和西班牙心理学学生的批判性思维水平进行跨文化比较（N = 788）参加天生不同的学士学位课程；人格心理学和介绍性统计/研究方法。有几种工具可用于评估批判性思维 (CTh)，但由于篇幅较长或单人管理格式，大多数工具不适用于具有许多结构的大型调查。本研究中使用的一个简短且经常使用的量表是学习动机策略问卷 (MSLQ) 中的 CTh 量表。为了确保跨国家和跨课程的无偏见比较，我们的次要目标是调查 CTh 量表的内容有效性以及心理测量特性，以确保最准确和无偏见的比较。为此，使用了 Rasch 和图形对数线性 Rasch 模型。由于内容有效性问题减少项目数量后，CTh 量表在每个国家样本中拟合 Rasch 模型，并且相对于年龄组、性别、课程和大学而言是测量不变的。在跨文化项目分析中，两个项目相对于国籍的功能不同，并且该量表符合图形对数线性 Rasch 模型。与介绍性统计/研究方法课程相关的 CTh 分数与与人格心理学相关的分数显着不同，仅适用于丹麦学生。