Identifying characteristics associated with higher education teachers’ Cognitive Reflection Test performance and their attitudes towards teaching critical thinking

The aim of this study was to identify characteristics that are related to higher education teachers' (N = 263) Cognitive Reflection Test (CRT) performance, which assesses an important aspect of critical thinking (CT), and their attitudes towards teaching CT more generally. Results of a structural equation model showed that a stronger disposition towards effortful thinking, teaching in a more technological domain, and a higher level of education...