Association between identity fusion and self-perception of critical thinking in university students
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Abstract
The objective of this study was to analyze the unexplored relationship between identity fusion with university professors and students’ self-perception of critical thinking. A quantitative approach was used, applying a questionnaire to 161 Chilean university students. Analyses were conducted using SPSS version 29.0 and R Studio. Results reveal that identity fusion predicts a higher self-perception of critical thinking, suggesting that promoting identity fusion could enhance this skill in university students. This finding highlights the importance of connections with professors in developing critical thinking within an academic context.
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