ABSTRACT
El pensamiento constructivo se refiere a la capacidad para: relacionarnos con los demás de forma satisfactoria y solucionar eficazmente los problemas de la vida cotidiana. El objetivo de este trabajo fue identificar las estrategias de pensamiento constructivo que utilizan los estudiantes universitarios. En cuanto a pensamiento constructivo, no se encontraron diferencias significativas, pero sí en el modo de afrontar los problemas: los hombres se encaminan a aminorar los efectos emocionales que aquéllos les causan, con más alta autoestima y capacidad de sobreponerse, mientras que las mujeres se encuentran más interesadas en emprender acciones para resolverlos. Por otra parte, los hombres presentan en comparación con ellas más alto pensamiento no constructivo, siendo intolerantes, inflexibles y presentando un optimismo ingenuo.
The aim of this paper was to identify the strategies of constructive thinking that are used by university students. Constructive thinking is the automatic representation of the world, ourselves, and the future, it direct our actions to solve everyday problems. Results show that, there are no significant differences in global constructive thinking between male and female students. Although, exist differences in the copy style: men are better at emotional copies, they diminish the emotional cost of the events, and overcame faster negative experiences, they also show higher self-esteem. Women, on the other hand, show better strategies in order to solve problems (behavioral copy).
Subject(s)
Students , ThinkingABSTRACT
Objective: To develop a Constructive Thinking Scale for Chinese pupils. Methods: Data were collected from a sample of 302 primary school pupils tested with the Constructive Thinking Scale. Results: ①Item analysis showed that the Constructive Thinking Scale had satisfactory item discrimination; ②The Constructive Thinking Scale had a satisfactory reliability with a 0.83 test-retest reliability, and the Cronbach’s ? was 0.88; ③The result of EFA had five factors, and the range of factor loading was between 0.36 and 0.75. The final revised questionnaire included 23 items, which could explain 53.13% of the total variances. The scale had an ideal criterion validity. Conclusion: The Constructive Thinking Scale for pupils has ideal reliability and validity, and can be used in assessing Chinese pupils’ constructive thinking .