NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ831767
Record Type: Journal
Publication Date: 2009
Pages: 9
Abstractor: As Provided
Reference Count: 49
ISSN: ISSN-0273-4753
Student Self-Identity as a Critical Thinker: The Influence of Attitudes, Attitude Strength, and Normative Beliefs
Celuch, Kevin; Black, Gary; Warthan, Bradley
Journal of Marketing Education, v31 n1 p31-39 2009
During the past decade, critical thinking has received increasing recognition in the marketing education literature. However, much of the extant literature emphasizes techniques tied to implementing critical thinking approaches, while questions exist regarding the processes by which students are influenced through participation in critical thinking pedagogies. This study merges attitudes, norms, and self-identity literature as a means of addressing the question of how students come to view themselves as critical thinkers. Specifically, the authors hypothesize that attitude strength should moderate the influence of attitudes on normative beliefs. Normative beliefs, in turn, are posited to mediate the influence of the Attitude x Attitude Strength interaction on student self-identity as a critical thinker. Thus, students with strong and positive attitudes regarding critical thinking will have strong normative beliefs associated with the skill, and these beliefs, in turn, will affect self-identity as a critical thinker. Results, based on a sample of students participating in critical thinking--oriented classes, support these hypotheses. Findings hold implications for academics and future researchers attempting to understand how to effectively leverage critical thinking pedagogies in marketing classes. (Contains 3 tables and 2 figures.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A