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Abstract: Two studies were carried out to examine the relationship between epistemic beliefs and critical thinking. In the first study, 138 Chinese undergraduates completed the adapted Epistemic Beliefs Inventory (EBI) and the Halpern Critical Thinking Assessment Using Everyday Situations. Their cognitive ability and thinking dispositions were also measured. Results showed that other than cognitive ability, the belief that knowledge is certain was most related to thinking performance. In the second study, 111 undergraduates read a passage on a controversial issue and were asked to indicate their position, explain the reasoning behind, and rate their confidence in judgment. They were then presented relevant counterarguments and asked to respond to them. Participants were also administered the adapted EBI. There was clear evidence that those believing knowledge to be certain exhibited poorer two-sided thinking and a stronger tendency to devaluate or ignore counterarguments. Implications for the enhancement of critical thinking are discussed. [Copyright &y& Elsevier]

Abstract: Dispositional factors have been suggested to affect individuals’ critical thinking performance. The relative and combined effects of thinking dispositions and cognitive ability on the critical thinking performance of a group of 137 Chinese undergraduates were examined. Participants were administered the Need for Cognition Scale, Openness to Experience and Conscientiousness Subscales of the NEO Five Factor Inventory as well as the Concern for Truth Scale. Cognitive ability and critical thinking performance were respectively estimated with the WAIS-III Verbal Comprehension Index and the Halpern Critical Thinking Assessment Using Everyday Situations. Hierarchical regression analysis showed that only the disposition of concern for truth accounted for unique additional variance in critical thinking beyond that explained by cognitive ability. The findings are discussed in the light of cultural factors affecting critical thinking in the Chinese context. [Copyright &y& Elsevier]

The present research examined and compared Australian and Chinese teachers’ personal efficacy in instruction, discipline, guidance and beliefs about external influences. Two staged studies were conducted with the participation of 316 Australian teachers (108, 208 in first and second stages, respectively) and 411 Hong Kong Chinese teachers (138, 273, respectively). Results of multiple-group confirmatory factor analyses indicated highly comparable factorial structures of teacher efficacy for the two groups, although personal guidance efficacy was more differentiated from personal instruction and discipline efficacy among Australian teachers. Evidence is provided for the need to incorporate cultural factors into future teacher efficacy research. [Copyright &y& Elsevier]

Abstract: In “Unforgiving Confucian culture: A breeding ground for high academic achievement, test anxiety and self-doubt?” Stankov (in press) provides three reasons for caution against over-glorifying the academic excellence of Confucian Asian learners, namely that it may lead to a reluctance to change their rote learning approach which is not conducive to the development of 21st Century skills, that it is achieved at the cost of students'' psychological well-being, and that such achievements and the associated poor psychological well-being are spurred by an unforgiving mindset. The present commentary addresses these concerns, highlighting the need to be cautious about comparing and interpreting findings from cross-cultural studies. [Copyright &y& Elsevier]