Correlation of Components of Child-Parent and Student-Teacher Relationships with Tendency to Critical Thinking in Sixth-Grade Students

Document Type : Research Paper

Authors

1 Assistant Professor, Department of Educational Sciences, Faculty of Literature and Humanities, Malayer University, Malayer, Iran

2 M. A Student in Philosophy of Islamic education, Department of Educational Sciences, Faculty of Literature and Humanities, Malayer University, Malayer, Iran

3 Associate Professor, Department of Psychology, Faculty of Literature and Humanities, Malayer University, Malayer, Iran

Abstract

The aim of this study was to investigate the correlation of components of child-parent and student-teacher relationships with the tendency to critical thinking in sixth grade students. A sample of 217 students was selected by convenience sampling method. Parents and teachers respectively filled out Critical Thinking Disposition Scale, Pianta’s Child-Parent Relationship Scale, and Pianta’s Student-Teacher Relationship Scale. The results revealed a significant positive correlation between children's critical thinking and variables of closeness and conflicts in child-parent relationship. There was also a positive correlation between children’s tendency to critical thinking and variables of student-teacher dependence and closeness. According to the regression results, student-teacher closeness was the strongest predicting variable for critical thinking. Parents with an associate diploma and bachelor’s degree were more likely to have children with critical thinking. Also, teachers with master’s degree had more students with critical thinking than teacher with bachelor's and associate diploma.
Introduction
Critical thinking is one of the most basic constructs and the foundation of thinking, and the key to creative thinking (Paul and Alder, 2019). Critical thinking is a purposeful and decisive judgment that leads to interpretation, analysis, evaluation and inference (Abrami et al., 2015). Students with critical thinking skills manage their thinking systems, become more self-aware, analyze and evaluate ideas more effectively, and have more control over learning, values, and life (Paul & Elder, 2019). Parents emotionally and psychologically encourage their children to develop critical thinking self-regulation (Seroussi & Yaffe, 2020). The quality of parent-child relationship is positively related to the critical thinking of female adolescents (Karimi & Fatemi, 2019). Students with close relationships with teachers have better cognitive skills in language and math (Peisner-Feinberg et al., 1999). According to Summers et al. (2017), the effectiveness of teachers in classroom was based on their relationship's closeness with students. Hernandez et al. (2017) showed that teacher-student relationship closeness was related to academic achievement. The aim of this study was to investigate the correlation between critical thinking of sixth grade elementary students and variables of child-parent and student-teacher relationships. In addition, students' critical thinking was examined based parents’ and teachers’ level of education.
Methodology
The method of the present study was descriptive-correlation. The study population consisted of all sixth-grade students of Oshtorinan, Boroujerd City (N=499). Among them, 217 students were selected by convenience sampling as the sample using the Cochran's formula (99 girls and 118 boys). Data collection tools were: 1. Critical Thinking Disposition Scale: This scale was developed by Sosu (2013) with 11 items to assess the tendency to critical thinking and is completed by teachers. The responses are based on a five-point Likert scale (1=totally disagree to 2=totally agree). Cronbach's alpha coefficient of the whole scale was 0.715 and its content and construct validities have also been reported as desirable (Rezaee Sharif, 2015). 2. Pianta’s Child-Parent Relationship Scale: This scale was developed by Pianta (1992; cited in Pour Mohammad Reza Tajrishi et al., 2015) with 33 items to measure parents' perceptions of their relationship with their child. This scale has three dimensions: closeness, dependence, and conflict. Responses in this scale are based on a five-point Likert scale (1=definitely true to 5=definitely not true). Cronbach's alpha coefficient of conflict, closeness, and dependence domains was 0.82, 0.77, and 0.73, respectively (Pour Mohammad Reza Tajrishi et al., 2015). 3- Pianta’s Student-Teacher Relationship Scale: This scale was developed by Pianta (1992; quoted by SepahMansour et al., 2016) with 15 items to measure teachers' perceptions of their relationship with their students in three dimensions of closeness, dependence, and. Responses are based on a five-point Likert scale (1=definitely true to 5=definitely not true). The reliability of the conflict, closeness, and dependence have been reported to be 0.92, 0.86, and 0.64, respectively (SepahMansour et al., 2016).
Results
The results of Pearson’s correlation coefficient revealed a positive correlation between parent-child closeness and critical thinking and a negative correlation between parent-child conflict and critical thinking (p<0.05). There was also a positive relationship between children's critical thinking and variables of closeness and dependence of student-teacher relationship (p <0.05). However, there was no correlation between teacher conflict and critical thinking. The results of multivariate regression showed that student-teacher positively predicted critical thinking (Table 1).
The results of one-way ANOVA and LSD post hoc test showed that parents with an associate diploma and bachelor’s degree had children with more tendency to critical thinking than parents with high school education (p <0.05). The results also showed that teachers with bachelor's and master's degrees had more students with tendency to critical thinking than teachers with associate diploma (p <0.05).
Discussion and conclusion
Our results revealed a positive correlation between closeness of child-parent relationship and critical thinking and a significant negative relationship between child-parent conflict and critical thinking. These findings are in line with the findings of Karimi and Fatemi (2019). Therefore, parents who closely interact with their children allow them to express their opinions. Such a positive and close child-parent interaction helps children not to reject or criticize anything without argument. But if parents have a conflict with their children, not only will they prevent their children from commenting, but they will also deprive them of the right to choose and criticize, and this will reduce their critical thinking.
The results showed that there was a significant positive correlation between student’s critical thinking and variables of student-teacher closeness and dependence. This result is consistent with the research of SepahMansour et al. (2016). Teacher's closeness to students creates positive feelings in the classroom and students can express their opinions without stress. If students are dependent on their teachers, they try to prove themselves to their teachers and achieve positive outcomes. As such, they may act more critically than others in the classroom and most likely increase their critical thinking.
The results showed that parents with an associate diploma and bachelor’s degree had children with more tendency to critical thinking than parents with high school education Parents with higher education have a better understanding of their children and are likely to allow their children to criticize and provide them opportunities to develop critical thinking. Given that teachers with bachelor's and master's degrees had students with more tendency to critical thinking, it can be said that teacher’s higher education led them to accept their students' views more often, which increased students’ tendency to think critically.
One of the limitations of the research was that the sample was limited to sixth grade elementary school students. The use of the teacher form of Critical Thinking Disposition Scale was another limitation. Based on the results it is recommended that workshops and in-service programs be held for parents and teachers to enhance students' critical thinking.

Keywords


Abdulkarimi, Bijan. (2014). Thinking and surrounding. Epistemological Research (Afaq Hekmat), 3 (8), 53-88. (Text in Persian).
Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015). Strategies for teaching students to think critically: A meta-analysis. Review of Educational Research, 85(2), 275-314.‏
Ahmadi Pouranari, Z., Yariddehnavi, M. (2018). Possibility and capacity of teaching critical thinking in the "Read and Think" section of Persian books in elementary school. Thinking and Childhood, 9 (2), 1-23. (Text in Persian).
Alborzi, M., Khayer, M. (2011). The relationship between teachers 'interactive styles and students' self-concept of elementary school in Shiraz. Teaching and learning research. 2 (1), 53-66. (Text in Persian).
Bakhshi, M., Ahanchian, M., & Amiri, R. (2012). Relationship between critical thinking, self-regulatory strategies, and goal achievement in nursing students of Islamic Azad University, Shahroud Branch. Official Journal of Nursing Education, 1 (1) :48-60. (Text in Persian).
Dewey, J. (1910). How we think. Boston. MA: DC Heath.‏
Dewey, J. (1958). Experience and nature (Vol. 471). Courier Corporation.
Enayati, T & Kohsari, S. (2017). Investigating the status of mathematics teachers' interactive styles with students. Journal of Education and Evaluation, 10 (39), 13-28. (Text in Persian).
Ewing, A. R., & Taylor, A. R. (2009). The role of child gender and ethnicity in teacher-child relationship quality and children’s behavioral adjustment in preschool. Early Childhood Research Quarterly, 24(1), 92–105
Fallahmehneh, T; Yamini, M & Mahdian, H. (2018). The effect of the content approach of teaching philosophy to children on metacognitive beliefs and critical thinking of elementary students. Journal of Research in Educational Systems, 12 (42), 157-172. (Text in Persian).
Hejbari, A & Shafiezadeh, H. (2017). The relationship between classroom management style based on creativity and quality of life in school and student anxiety. Innovation and Creativity in the Humanities, 7 (3), 107-132. (Text in Persian).
Hernandez, M. M., Valiente, C., Eisenberg, N., Berger, R. H., Spinrad, T. L., VanSchyndel, S. K., ... & Thompson, M. S. (2017). Elementary students’ effortful control and academic achievement: The mediating role of teacher–student relationship quality. Early childhood research quarterly, 40, 98-109.‏
Hosseinkhanzadeh, A., & Mirzaeikotnaei, F., (2017). The role of family cohesion and parent-child interaction in explaining students' self-esteem. New ideas of education. 13 (1), 115-136. (Text in Persian).
Horstman, H. K., Maliski, R., Hays, A., Cox, J., Enderle, A., & Nelson, L. R. (2016). Unfolding narrative meaning over time: The contributions of mother–daughter conversations of difficulty on daughter narrative sense-making and well-being. Communication Monographs, 83(3), 326-348.
Ibrahim, D. M., Rohner, R. P., Smith, R. L., & Flannery, K. M. (2015). Adults’ remembrances of parental acceptance–rejection in childhood predict current rejection sensitivity in adulthood. Family and Consumer Sciences Research Journal, 44(1), 51-62.‏
Jahedi, R; Badrigargari, R & Mahmoudi, F. (2018). The effect of Bayby's educational design model (5 E) on the growth of students' critical thinking. Thinking and the Child, 9 (2), 97-136. (Text in Persian).
Kadivar, P; Sarami, G & Ashaari, Z. (2018). Testing the structural model of conscience and mother-child interaction; Investigating the mediating role of diligent control in preschool children. Bi-Quarterly Journal of Social Cognition, 7 (2), 9-26. (Text in Persian).
Koomen, H. M., & Jellesma, F. C. (2015). Can closeness, conflict, and dependency be used to characterize students’ perceptions of the affective relationship with their teacher? Testing a new child measure in middle childhood. British Journal of Educational Psychology, 85(4), 479-497.‏
Kuhn, D. (2018). A role for reasoning in a dialogic approach to critical thinking. Topoi, 37(1), 121-128.
Loes, C. N., & Pascarella, E. T. (2017). Collaborative learning and critical thinking: Testing the link. The Journal of Higher Education, 88(5), 726-753.‏
Longobardi, C., Prino, L. E., Marengo, D., & Settanni, M. (2016). Student-teacher relationships as a protective factor for school adjustment during the transition from middle to high school. Frontiers in psychology, 7, 1988.‏
Majidianfard, M; Mohammadimehr, M & Najimi, M. (2018). Investigating the structural relationship (model development) of critical thinking based on learning styles and the mediating role of metacognition. Educational Psychology, 14 (50), 155-169. (Text in Persian).
Mashburn, A. J., & Pianta, R. C. (2006). Social relationships and school readiness. Early Education & Development, 17(1), 151–176.
Paul, R., & Elder, L. (2019). A guide for educators to critical thinking competency standards: Standards, principles, performance indicators, and outcomes with a critical thinking master rubric. Rowman & Littlefield.‏
Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S. L., & Zelazo, J. (1999). The children of the cost, quality, and outcomes study go to school: Technical report. Chapel Hill, NC: University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Center.
Pianta, R. C. (1992). Student-teacher relationship scale. Charlottesville, VA: University of Virginia.
Pourmohammadrezatajrishi, M., Ashouri, M., Afrooz, G., Arjmandnia, A & Ghobaribanab, Baqer. (2015). The effectiveness of positive parenting program training on the mother's interaction with the mentally retarded child. Rehabilitation, 16 (2), 128-136. (Text in Persian).
Radanielina-Hita, M. L. (2015). Parental mediation of media messages does matter: More interaction about objectionable content is associated with emerging adults’ sexual attitudes and behaviors. Health communication, 30(8), 784-798.‏
Rasoulzadeh, B., (2018). Over-analysis of variables related to the performance of elementary school students in reading skills. Teaching Research.6 (2), 33-48. (Text in Persian).
Rezaeisharif, A., (2015). Confirmatory factor analysis of the scale of tendency to critical thinking in students. Thinking and Childhood, 6 (11), 45-60. (Text in Persian).
Roorda, D. L., Jak, S., Zee, M., Oort, F. J., & Koomen, H. M. (2017). Affective teacher–student relationships and students' engagement and achievement: A meta-analytic update and test of the mediating role of engagement. School Psychology Review, 46(3), 239-261.‏
Seifnaraghi, M & Fariqi, S. (2013). Investigating how parents, teachers, students learn ordinary and late learning interactions and its relationship with the academic decline of late learners in normal schools. Exceptional Education, 13 (5), 14-23. (Text in Persian).
Sepahmansour, M., Barati, Z & Behzadi, S., (2016). Educational resilience model based on academic competence and teacher-student relationship. Psychological Methods and Models, 7 (25), 25-44. (Text in Persian).
Seroussi, D. E., & Yaffe, Y. (2020). Links Between Israeli College Students’ Self-Regulated Learning and Their Recollections of Their Parents’ Parenting Styles. SAGE Open, 10(1), 2158244019899096.
Sette, S., Spinrad, T. L., & Baumgartner, E. (2013). Links among Italian preschoolers’ socioemotional competence, teacher-child relationship quality, and peer acceptance. Early Education & Development, 24(6), 851–864.
Shokohiyekta, M; Parand, A & Dargahi, M. (2016). Preventive family-based interventions: Impact on Parent-Child relationships and parenting methods, Child Mental health, 3 (2), 55-64. (Text in Persian).
Sosu, E. M. (2013). The development and psychometric validation of a Critical Thinking Disposition Scale. Thinking skills and creativity, 9, 107-119.
Suleimannejad, A., (2014). The relationship between teacher leadership style and creativity of middle school students. Thinking and the Child, 5 (2), 59-76. (Text in Persian).
Summers, J. J., Davis, H. A., & Hoy, A. W. (2017). The effects of teachers' efficacy beliefs on students' perceptions of teacher relationship quality. Learning and Individual Differences, 53, 17-25.‏‏
Swanson, J., Valiente, C., Bradley, R. H., Lemery‐Chalfant, K., & Abry, T. (2016). Teachers’ effortful control and student functioning: Mediating and moderating processes. Social Development, 25(3), 623-645.
Talibpour, A; Nisi, A; Mehrabizadehhonarmand, M; Shahniyyalaq, M & Basaknejad, S. (2013). The effectiveness of group parent-child interaction therapy on reducing the symptoms of student separation anxiety disorder. Journal of Psychological Achievement, 4 (1), 61-78. (Text in Persian).
Tao, Y., & Griffith, E. (2019). Make Critical Thinking Skills Training Explicit, Engaging, and Effective through Live Debates on Current Political Issues. PS: Political Science & Politics.
Vandenbroucke, L., Spilt, J., Verschueren, K., Piccinin, C., & Baeyens, D. (2018). The classroom as a developmental context for cognitive development: A meta-analysis on the importance of teacher–student interactions for children’s executive functions. Review of Educational Research, 88(1), 125-164.‏
Zee, M., & Koomen, H. M. (2017). Similarities and dissimilarities between teachers' and students' relationship views in upper elementary school: The role of personal teacher and student attributes. Journal of school psychology, 64, 43-60.‏
Zhang, D. (2019). Cultivation of Critical Thinking Ability in English Writing Teaching. In 2018 6th International Education, Economics, Social Science, Arts, Sports and Management Engineering Conference (IEESASM 2018). Atlantis Press.‏