Psychometric Evaluation of the Slovak Adaptation of the Critical Thinking Disposition Scale

Abstract

Critical thinking is increasingly recognized as a key skill in higher education, but its systematic development and assessment remain limited in Eastern Europe. This study aimed to adapt and psychometrically validate the Slovak version of the Critical Thinking Disposition Scale (CTDS). Data were collected from 545 Slovak university students (M_age = 21.94; SD_age = 2.19). Confirmatory factor analysis compared one- and two-factor models and tested measurement invariance across gender. The two-factor model, including Critical Openness and Reflective Skepticism, showed a better fit (CFI = 0.971; RMSEA = 0.040) and was partially invariant across genders. The scale scores showed acceptable reliability, stability of Critical Openness over time, and convergent validity through positive correlations with selected constructs from the Motivated Strategies for Learning Questionnaire. The findings support the Slovak CTDS score as reliable and valid for assessing critical thinking dispositions in higher education, allowing for gender comparisons and contributing to cross-cultural research.

Keywords

Critical Thinking Disposition Scale confirmatory factor analysis reliability validity university students

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