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Linking Critical Thinking Dispositions to Well-Being in Higher Education: A Cross-Sectional Study

2026-02-20Artigo científico Acesso aberto
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datacite.subject.fosCiências Médicas::Ciências da Saúde
datacite.subject.fosCiências Sociais::Ciências da Educação
datacite.subject.sdg03:Saúde de Qualidade
datacite.subject.sdg04:Educação de Qualidade
dc.contributor.authorValentim, Olga
dc.contributor.authorAlmeida, Raquel Simões de
dc.contributor.authorMarques, Rita
dc.contributor.authorLucas, Isabel
dc.contributor.authorSales, Leila
dc.contributor.authorPayan-Carreira, Rita
dc.contributor.authorLopes, José
dc.date.accessioned2026-04-20T15:03:11Z
dc.date.available2026-04-20T15:03:11Z
dc.date.issued2026-02-20
dc.descriptionArticle Number - 530
dc.descriptionThis article belongs to the Section Mental Health and Psychosocial Well-being.
dc.descriptionThe authors would like to thank to all the students and to the Higher Education Institutions where this study was developed.
dc.description.abstractBackground/Objectives: Mental health challenges are increasingly prevalent among higher education students, with significant implications for academic success and personal development. Emerging research suggests that critical thinking dispositions may support psychological well-being by enhancing resilience and adaptive coping. This study aimed to investigate the relationship between critical thinking dispositions and psychological well-being and to identify key sociodemographic predictors in this context. Methods: A cross-sectional design was employed from December 2024 to May 2025, recruiting 429 students from Portuguese higher education institutions via convenience sampling. Participants completed validated self-report measures: the Critical Thinking Dispositions Scale (CTDS) and the Psychological Well-Being Scale (PWBS), assessing seven critical thinking dispositions and six well-being dimensions, respectively. Sociodemographic data were also collected. Descriptive statistics, independent t-tests, one-way ANOVA, Pearson correlations, and hierarchical multiple regression were used for data analysis. Results: Students demonstrated moderate to high levels of critical thinking and psychological well-being, with higher scores associated with increased age and academic progression. Significant positive correlations were identified between critical thinking dispositions and all well-being dimensions; personal growth, purpose in life, and autonomy exhibited the strongest associations. Regression analysis revealed that confidence in reasoning, cognitive maturity, and open-mindedness were significant predictors of psychological well-being, explaining 28.7% of the variance. Conversely, inquisitiveness showed a negative association with psychological well-being in the multivariate model, an unexpected finding that warrants cautious interpretation and further investigation. Conclusions: Critical thinking dispositions reflect affective tendencies and habitual ways of engaging with thinking. These dispositions appear to protect psychological well-being in higher education students. Integrating the development of emotional awareness and reflective thinking into curricula may therefore foster resilience and academic success. Further longitudinal research is needed to explore causal mechanisms and intervention efficacy in broader academic contexts.eng
dc.identifier.citationValentim, O.; Simões de Almeida, R.; Marques, R.; Lucas, I.; Sales, L.; Payan-Carreira, R.; Lopes, J. Linking Critical Thinking Dispositions to Well-Being in Higher Education: A Cross-Sectional Study. Healthcare 2026, 14, 530. https://doi.org/10.3390/healthcare14040530
dc.identifier.doi10.3390/healthcare14040530
dc.identifier.eissn2227-9032
dc.identifier.urihttp://hdl.handle.net/10400.8/16155
dc.language.isoeng
dc.peerreviewedyes
dc.publisherMDPI
dc.relation.hasversionhttps://www.mdpi.com/2227-9032/14/4/530
dc.relation.ispartofHealthcare
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectCritical thinking
dc.subjectHigher education
dc.subjectWell-being
dc.titleLinking Critical Thinking Dispositions to Well-Being in Higher Education: A Cross-Sectional Studyeng
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage16
oaire.citation.issue4
oaire.citation.startPage1
oaire.citation.titleHealthcare
oaire.citation.volume14
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
person.familyNameDourado Marques
person.familyNameLucas
person.familyNameSales
person.givenNameRita Margarida
person.givenNameIsabel
person.givenNameLeila
person.identifier.ciencia-id6216-927E-853C
person.identifier.ciencia-id7016-80C5-9194
person.identifier.ciencia-id3013-E50A-E652
person.identifier.orcid0000-0003-2868-7468
person.identifier.orcid0000-0001-7001-8116
person.identifier.orcid0000-0002-7728-0579
relation.isAuthorOfPublicationb981d166-ac08-4178-8e90-a4dfe78d9226
relation.isAuthorOfPublication496fbe44-aef9-4edf-92f0-f4b6aad064d9
relation.isAuthorOfPublication6a1b0897-f898-49c5-8f33-b0e5441e1001
relation.isAuthorOfPublication.latestForDiscovery496fbe44-aef9-4edf-92f0-f4b6aad064d9

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