University students’ perspectives on reflective learning: Psychometric properties of the eight-cultural-forces scale

Abstract

This study emerges from the development of higher-order thinking skills recognised as influential attributes to be considered for quality of learning in preservice teachers; hence, this quantitative research is a systematic attempt to obtain metric-quality pieces of evidence for identifying university students’ perspectives on reflective learning standards throughout their initial training period utilising an adapted cultural-forces scale. The earlier mentioned tool is an adaptation of Ritchhart’s scale (2015) for the assessment of cultural forces from the model of the Culture of Thinking. The selected sample of preservice teachers encompasses 700 university students of education from 7 faculties of education in Spain. Research results reveal that the use of the scale displayed high reliability and suitability. Similarly, significant statistical differences were observed in the eight scales of cultural forces assessment, where the prime-valued by the students were interactions, expectations, environment, language and time. Apropos of statistics, research results manifest as relevant. Such significance reveals how classroom culture and practical strategies acquire meaning and show connections with learning purposes—likewise with the developmental encouragement of cognitive skills and dispositions towards reflective learning.