Intersections between Critical Thinking Skills and Reflective Thinking Skills toward Problem Solving

First Published: 05.09.2019 Abstract This study investigates the relationship between the critical thinking skills and the reflective thinking skills toward problem solving and the effects of two variables weekly study hours and social activities on reflective and critical thinking. Positive correlations between reflective thinking and four sub-dimensions of critical thinking, analyticity, systematicity, self-confidence, inquisitiveness, also between critical thinking skills and all three sub-dimensions of reflective thinking, questioning, reasoning, and evaluation, are found. A regression model is obtained to predict the reflective thinking skills toward problem solving with three dimensions of critical thinking skills; self-confidence, analyticity, inquisitiveness. Weekly study hours have a significant effect on both reflective and critical thinking. As time spending on studying increases until 15 hours in a week, questioning and reasoning dimensions of the reflective thinking and inquisitiveness dimension of the critical thinking are increasing. As time spending on studying increases until 20 hours in a week, only evaluation dimension of the reflective thinking are increasing. Being an active undergraduate in studying affect questioning, reasoning, evaluation skills of reflective thinking, and also inquisitiveness skill of critical thinking while social activities affect not only questioning and evaluation dimensions of reflective thinking, but also truth-seeking, open-mindedness, and systematicity dimensions


Introduction
In the workplace of the future, there is a huge demand for higher cognitive skills like critical thinking and reflective thinking towards problem solving. A brainpower and a workforce fully equipped with critical thinking skills and reflective thinking skills towards problem solving is the demand of our today and future society, therefore, the development of these thinking skills is one of the main common goals in education systems. Critical thinking and reflective thinking skills are the two most important skills that college or college graduates are expected to have in order to contribute to production in the 21st Century and make effective use of the college training (Gogus 2015;Harris 2010;Shinn 2012). College education should support students' thinking skills to develop the habit of organized thinking and of rational analysis, the ability to distinguish the important concepts, and grasp the knowledge of organized solutions to perform better in any job (Gogus 2015;Harris, 2010;Williams, Zdravkovich, and Engleberg 2002). Therefore, the study of university students' critical and reflective thinking skills has become important (Gogus 2015;Demir 2015).
As a kind of thinking skills, development of reflective thinking skills by learners has been adopted in many educational systems (Kember 2010). Reflective thinking is defined as thinking on the problem, producing solutions, applying and evaluating these paths. Additionally reflective thinking leads to future behaviors (Wade and Yarbrough, 1996). Critical thinking that consists of active interpretation and evaluation of observations, effective communication, discussion concepts and the situations correctly (Ennis 1962;Fisher and Scriven 1997). Critical thinking skills are an important issue that contributes to areas such as cognitive processes, self-reflection, social reconciliation and skills on conceptual change in students, but many variables that affect gaining critical thinking skills and reflective thinking skills are not known (Manalo et al. 2013). Understanding university students' reflective thinking skills and critical thinking skills at the points of investigating relations between sub-dimensions of these two thinking skills and affecting variables such as times spending for studying and social activities is important to provide detailed information who intent to develop better thinkers in today's society and support students who have difficulty to gain these skills.

Literature of Intersections between Critical Thinking Skills and Reflecting Thinking Skills towards Problem Solving
Reflective thinking offers opportunities for students to analyze and evaluate learning processes (Ghanizadeh 2017). The first works on reflective thinking belong to John Dewey (1910Dewey ( , revised 1933 who sets out the principles of reflective thinking in his book "How We Think" that is first published in 1910 and revised in 1933. According to Dewey (1933), reflection is possible with the transfer of thoughts to the behavior and the repetition, therefore, Dewey (1933) emphasizes on reflection on action via using systematic research plans that provides change and professional growth during the learning process. In addition to this definition, Schön (1987) emphasizes on reflection in action that is reflection of intuitive knowledge during action. Moreover, it is stated that reflective thinking includes attitudes such as personal values and intellectual development (Carol 2002). Finally, reflective thinking is a systematic, meticulous and disciplined thought, which is also seen as the root of scientific inquiry.
Besides studies on reflective thinking, the reflective thinking skill scale towards problem solving has been developed by Kızılkaya and Aşkar (2009). The scale has three sub-dimensions as questioning, evaluation, and reasoning. These skills are major form of human thought and interpersonal communication to solve a problem. Questioning is the process of developing answers and insight or the process of exploring an issue and an idea by employing a series of questions. Evaluation is the process of making a judgment. Reasoning is the process of developing logic for an issue. Problem solving is a process of finding a solution through main three steps: (1) problem representation, which is converting the words of the problem into an internal mental representation, (2) problem integration, which involves developing a coherent structure of information and relations, (3) problem solution, which is developing a final answer (Mayer 1992). Problem solving process is a cognitive activity involving using these three elements of reflective thinking.
There are many studies investigating the factors influencing reflective thinking. Some psychological and educational studies report that gender, being a woman (e.g. Gilstrap and Dupree 2008;Tripp 2011, Woods andBook 1995), self-expression (Woods and Book 1995), academic success (Brookfield 1996), hard-work (Gilstrap and Dupree 2008) are predictors of reflective thinking. Reflective thinking offers opportunities for students to analyze and evaluate learning processes via using portfolios, interactive journal printing, reflective papers and developing concept maps (Ghanizadeh 2017).
Researches on reflective thinking practice are based on education work of Mezirow (1991Mezirow ( , 1998 categorize reflective thinking practice into four distinct phases (Kember, 2000;Leung and Kember, 2003;Phan, 2007;2009) in order of importance: habitual action, understanding, reflection, and critical thinking. Critical thinking is considered a higher level of reflective thinking that involves us becoming more aware of why we perceive things, the way we feel, the way we act, and what we do (Phan, 2009). Leung and Kember (2003) found that a surface approach to learning is in line with habitual action, whereas a deep approach to learning is more associated with understanding, reflection, and critical thinking. Phan (2007) emphasizes that a deep learning approach is predictive of understanding and critical thinking. The previous studies have shown that those who have reflective thinking skills develop critical thinking skills and reflective thinking positively affects critical thinking (Erdoğan 2019; Tican and Taşpınar 2015;Aryani, Rais and Wirawan, 2017).
Along with reflective thinking skills, critical thinking skills are concepts that can be supported in most of the learning strategies and methods (Angelo 1995;Cooper 1995;McDade 1995). Critical thinking is the ability to ask questions by analyzing solutions in the light of the pros and cons of a situation (Profetto-McGrath 2003). In critical thinking, the individual understands, interprets, and makes logical conclusions on her thoughts (Cansoy and Türkoğlu 2017). Critical thinking that consists of active interpretation, evaluation of observations, communication, discussion concepts, and other situations correctly (Ennis 1962;Fisher and Scriven 1997). Critical thinking goes back to Socrates and the Socratic Questioning is a technique that is frequently used by students to gain critical thinking skills (Yang, Newby, and Bill 2005). Kuhn (1999) proposes a model of the critical thinking development of all age groups from 15 young children to the elderly. Critical thinking can be taught as evaluating the outcomes of our thought processes-how good a decision is or how well a problem is solved (Halpern 1999), argument analysis (e.g., Kahane 1997), problem solving (Mayer 1992), decision making (Dawes 1988), or cognitive process (Rabinowitz 1993). The intersection of reflective thinking and critical thinking can be interpreted from the definition of critical thinking as the capability of thinkers to be aware and responsible of their own thinking process and to develop reasonable criteria for monitoring and evaluating their own thinking (Ennis 1996;Paul 1993). Critical thinking is the intellectually disciplined process of skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information by observation, experience, reflection, reasoning, or communication, as a guide to belief and action (Petress, 2004;Phan, 2011). Furthermore, critical thinking enables individuals to use analytical and evaluative processes to interpret evidence and arguments independently of one's prior beliefs and opinions and to avoid interpreting information that may be misconstrued and biased based on prior opinion and belief (Norris & Ennis, 1989;Phan, 2011;West, Toplak, & Stanovich, 2008). Based on Mezirow's (1991Mezirow's ( , 1998 work involving transformative adult learning, empirical research categorize reflective thinking practice into four distinct phases, in their order of complexity-habitual action, understanding, reflection, and critical thinking (Kember, 2000;Leung & Kember, 2003;Phan, 2007); therefore, critical thinking is considered a higher level of reflective thinking (Phan, 2009;2011).
For identifying critical thinking skill components, Ennis (1996) summarizes the components of critical thinking as FRISCO, the letters stand for Focus, Reasons, Inference, Situation, Clarity and Overview. Garrison, Anderson and Archer (2001) propose to use six constructs of critical thinking: problem definition, exploration, integration, verification, and resolution, while Yeh (2003) suggests using five major dimensions: hypothesis identification, induction, deduction, explanation, and evaluation. In addition to these classifications, Facione, Facione and Giancarlo (1998) develop the scale California Critical Thinking Disposition Inventory and proposed seven classifications of critical thinking as truth-seeking, open-mindedness, analyticity, systematicity, self-confidence, inquisitiveness, and cognitive maturity. Turkish adaptation study of this scale (Facione, Facione and Giancarlo 1998) done by Kökdemir (2003) suggests to use six classifications as truth-seeking, openmindedness, analyticity, systematicity, self-confidence, inquisitiveness. In these classification, critical thinking skills refer to higher order thinking skills (Halpern 1999) as well as a kind of self-directed, self-monitored, and self-corrective form of thinking (Paul and Elder 2001). To sum up, critical thinking skills refer to the use of cognitive skills or strategies that contributes to areas such as selfreflection, social reconciliation and skills on conceptual change in students (Halpern 1999).
Critical thinking skills of university students especially teacher candidates are commonly examined in the studies in Turkish cultures (Alkın-Şahin, Tunca and Ulubey, 2014;Alper, 2010;Ay, 2005;Cansoy and Tütkoğlu, 2017;Demir, 2015;Erdogan, 2019;Tican and Taspinar, 2015); however, university students other than teacher candidates are not studied in the context of the Turkish culture, also, the prediction of reflective thinking skills towards problem solving with the combinations of dimensions of critical thinking, study time and social activities is not studies in the previous studies. Critical thinking is a necessary skill for academic success (Scott and Markett 1994;Siller 2001) and also it is emphasized that for students to reach their fullest potential in today's society, university students must learn to think and reason critically and apply these thinking skills appropriately (Gogus 2015;Harris 2010;Meyers 1986). In order to use thinking skills to perform any job better, college education should support students to develop the habit of organized thinking, rational analysis, to develop the ability to follow arguments and distinguish the important concepts, and to grasp the knowledge of organized solutions, hierarchical procedures, and rational sequences (Gogus 2015;Harris 2010;Williams, Zdravkovich, and Engleberg 2002). Increasing the number of graduates with critical thinking skills and their problem solving skills is important for the future educational goals (Halpern 1999). In this study, it is aimed to examine the relation between critical thinking and reflective thinking in detail. Additionally, comparisons were made between the duration of the study and the duration of the social activity, which are thought to be influenced by critical thinking and reflective thinking.

Method
This quantitative research study aims to investigate the relationship between reflective thinking and critical thinking and the level of reflective thinking predicted by critical thinking components. In addition, the effects of duration of study and social activity on reflective and critical thinking skills are examined. The research questions include: 1. How well we can predict reflective thinking skills towards problem solving with the combinations of dimensions of critical thinking, study time and social activities?
2. Do students who differ in study time and social activities differ on a linear combination of two dependent variables (reflective thinking skills towards problem solving and critical thinking)?

Participants and Procedure
This survey study was conducted at a small, private international university in Turkey. The university has 3000 students, and has only three faculties from three areas, engineering and natural sciences, social sciences, and management sciences. The survey instrument, the aim of the research and the consent form were mentioned to undergraduate students via e-mail. The survey conducted as online via e-mail and hard copy surveys. A self-report measure with three parts was administered: Reflective Thinking Skill Scale towards Problem Solving (Kızılkaya &Aşkar, 2009), California Critical Thinking Disposition Inventory (Facione, Facione, & Giancarlo, 1998) and a questionnaire about time spent on studying for courses and social activities, and demographics. 567 volunteer students (269 females, 299 males) were participated in this study in 2013-2014 academic years. Participants' distributions according to the faculty enrolled included %61 engineering and natural sciences, %21 social sciences, and %18 management sciences. The mean age of participants was 20.88 (SD = 1.52). Participants' classes included % 43 freshmen, %27 sophomores, %16 junior, and % 14 senior classes. %36 of participants reported a GPA within the range from 3.01 to 5.00; %48 of participants' GPA within the range from 2.01 to 3.00, %16 of participants' GPA within the range under 2.00. Frequency distributions for gender, age, time spent on study in one week and time spent on social activity in one week are given in Table 1.

Demographic Data Form
A questionnaire was developed by the authors to collect demographic information about the participants' gender, GPA, age, type of faculty, class level, time spent on studying for courses and social activities.

Reflective Thinking Skill Scale towards Problem Solving
The scale developed by Kızılkaya and Aşkar (2009) consists of 14 questions with a 5-point Likert scale that measure three dimensions of reflective thinking as questioning (5 items), reasoning (4 items), and evaluation (5 items

California Critical Thinking Disposition Inventory
The scale developed by Facione, Facione and Giancarlo (1998) consisting of 75 questions with a 5point Likert scale that measure 7 scales of critical thinking as truth-seeking, open-mindedness, analyticity, systematicity, self-confidence, inquisitiveness, and cognitive maturity. Adaptation study of the scale to Turkish was done by Kökdemir (2003) consisting of 51 items with 6 subscales as truthseeking, open-mindedness, analyticity, systematicity, self-confidence, inquisitiveness. The Cronbach Alpha coefficient was found 0.88 in Turkish adaptation study. In our study, the Cronbach Alpha coefficient was 0.87 for the whole scale. In this study, Confirmatory Factor Analysis (CFA) has been carried out for compatibility with the original scale. As a result of the analysis, questions 4,7,10, and 27 were discarded from the model because of their low regression loads and that did not have statistically significant means. In the revised model, Goodness of fit indexes calculated and the dataset was found to be compatible with the original scale (χ2=2101.12; SD=1015; χ2/sd=2.07; GFI=.86; AGFI=.84; CFI=.84; RMSEA=.04). The seven constructs of critical thinking are defined as follow (Facione and Facione, 1992;May et al. 1999): 1. Truth-seeking: Seek the truth; courageous about asking questions; honest and objective about pursuing inquiry. 2. Open-mindedness: Tolerance to divergent views; self-monitoring for possible bias. 3. Analyticity: Alert to potentially problematic situations; inclined to anticipate possible results or consequences; demanding the application of reason and evidence. 4. Systematicity: Organized; focused; diligent in inquiry and diligent to approach problems of all levels of complexity. 5. Self-confidence: Trust in own reasoning processes and seeing oneself as a good thinker. 6. Inquisitiveness: Have intellectual curiosity; value being informed; eager to know how things work; value learning for learning's sake. 7. Cognitive Maturity: Reflective in own judgments; possess cognitive maturity, an awareness that multiple solutions can be acceptable; strive for epistemic development, an appreciation of the need to reach closure even in the absence of complete knowledge.
Since cognitive maturity dimension could not be obtained in the Turkish version of the scale, this study investigate the effects of only six constructs of critical thinking on reflective thinking skills toward problem solving. In this study, it is aimed to examine the relation between critical thinking and reflective thinking in detail. Additionally, comparisons were made between the duration of the study and the duration of the social activity, which are thought to be influenced by critical thinking and reflective thinking.

Data Analysis
Descriptive statistics, correlation analysis, Multivariate Analysis of Variance (MANOVA) and multiple linear regressions analyzes were conducted with the use of SPSS 21 software and also the use of Analysis of a Moment Structures (AMOS) 21 software. p = .05 was taken as the criterion for statistically significant difference.

Results
Correlation analysis between reflective thinking skills towards problem solving and critical thinking The correlation analysis between reflective thinking and critical thinking and sub-dimensions of two scales are given in Table 2. There is a positive correlation between reflective thinking skills towards problem solving and critical thinking, r = .34, p = < .01. There are positive correlations between reflective thinking and four sub-dimensions of critical thinking: analyticity, systematicity, selfconfidence, inquisitiveness. There are positive correlations between critical thinking skills and all three sub-dimensions of reflective thinking. There are positive correlations between analyticity and all three sub-dimensions of reflective thinking. There are positive correlations between inquisitiveness and all three sub-dimensions of reflective thinking. There are positive correlations between selfconfidence and all three sub-dimensions of reflective thinking. In addition, only evaluation is positive correlated with systematicity and with open-mindedness.

Two-way MANOVA results -Main analysis
A two-way multiple variance analysis (MANOVA) was conducted on two dependent variables: reflective thinking skills towards problem solving and critical thinking skills. The independent variables were study hours and social activity hours (time spent in a week, 1-5; 6-10; 11-15;16-20, 21 and above). Time spent on studying (study hours) and time spent on social activities (social activity hours) variants and the common influence on reflective thinking and critical thinking were examined by two-way MANOVA (Table 3). Study hours has a significant effect on both reflective thinking (F (4) =6.89, p=.00, η 2 =.05) and critical thinking (F (4) =3.92, p=.00, η 2 =.03). On the other hand, social activity hours does not have a significant effect on reflective thinking (F (4) =2.09, p=.08, η 2 =.02) while social activity hours has a significant effect on critical thinking (F (4) =4.31, p=.00, η 2 =.04). However, connection of study hours and social activity hours variables didn't have significant effect both on reflective thinking (F (16) =1.34, p=.17, η 2 =.03) and critical thinking (F (16) =1.08, p=.37, η 2 =.03). Moreover, these two variables did not have a common effect on the two combined dependent variables (F (32) =1.12, p=.30, η 2 =.03). Determining the predictors of reflective thinking skills towards problem solving A series of multiple regression analyzes were performed to determine the predictors of the reflective thinking skills towards problem solving total scores, and only three dimensions of critical thinking (self-confidence, analyticity, inquisitiveness) are found to be statistically significant; self-confidence (p=.00), analytical thinking (p=.00), inquisitiveness (p=.04) (see Table 4). The multiple regression model with all three predictors produced, R² = .18, F (2,564) =42.36, p=.00. That is, 3 sub-dimensions explain for 18% of the variance of reflective thinking. The regression coefficient between reflective thinking and self-confidence was .20, with analytic thinking .16 and with intellectual logic .12. Regression model for reflective thinking skills towards problem solving with three dimensions of critical thinking is written as the above formula:

Discussions and Conclusions
The relationships between the critical thinking and the reflective thinking skills toward problem solving and the variables affecting these two thinking skills are examined in this study. According to correlation analysis results, it is seen that there is a moderate relation between critical thinking and reflective thinking and their sub-dimensions. Theoretically, there are similarities for two forms of thinking skills, supporting the findings of correlation analysis, although there are different points of view these two thinking skills. According to results, there are positive correlations between reflective thinking and four sub-dimensions of critical thinking: analyticity, systematicity, self-confidence, inquisitiveness. Also, there are positive correlations between critical thinking skills and all three subdimensions of reflective thinking: questioning, reasoning, and evaluation. The results of the correlation analysis support the theoretical definitions and discussions of the critical thinking and the reflective thinking skills (Ghanizadeh 2017;Leung & Kember, 2003;Mezirow, 1991;Phan 2009;2011). Critical thinking is considered a higher level of reflective thinking that involves individuals becoming more aware of why they perceive things, the way they feel, the way they act, and what they do (Phan, 2009;2011)

and focuses on deciding what to do and what to believe (Erdoğan 2019).
A regression model is obtained to predict the reflective thinking skills toward problem solving with three dimensions of critical thinking skills; self-confidence, analyticity, inquisitiveness. Organization in reflective thinking, finding reasons, hypothesis development and prediction skills are concepts that overlap with the abilities of questioning, analyzing and evaluating of critical thinking (Wilson and Jan 1993), but self-confidence, analyticity, inquisitiveness of critical thinking are the predictors of the reflective thinking skills towards problem solving. As a highlight of this study, critical thinking guides and enriches reflective thinking, however, Ghanizadeh (2017), contrary to our work, shows that reflective thinking is the predictive feature of critical thinking. Ghanizadeh (2017) found a high and meaningful relationship of 0.68 between critical thinking and reflective thinking in his work. In the study of Junsay (2016), it was shown that the teachers with reflective thinking ability had higher critical thinking point averages. The previous studies have shown that those who have reflective thinking skills develop critical thinking skills and reflective thinking positively affects critical thinking (Tican and Taşpınar 2015;Aryani, Rais and Wirawan, 2017). Critical thinking, according to some researchers (Kember et al., 2000;Leung & Kember, 2003;Mezirow, 1998;Phan, 2009;2011) is a high-order phase or level of reflective thinking practice; therefore, the literature suggest to explain the feature of critical thinking help to predict the level of reflective thinking.
Additionally, the influence of being an active undergraduate in studying and social activities on reflective thinking and critical thinking were examined. Weekly study hours have a significant effect on both reflective thinking and critical thinking. As time spending on studying increases, three dimensions of reflective thinking, questioning, reasoning, and evaluation and also inquisitiveness dimension of the critical thinking are increasing. In all sub-dimensions of reflective thinking, the weekly average of studying 1-5 hours per week has the lowest mean among weekly study hours. In addition, the weekly average of 11-15 hours per week has the highest mean for questioning and reasoning dimensions and while the weekly average of 16-20 hours per week has the highest mean for evaluation dimension. For inquisitiveness dimension of the critical thinking, participants studying 16-20 hours have the highest mean for inquisitiveness, while participants studying under 15 hours have lower mean. Overall, time spent on studying and social activities effects were seen on critical thinking and reflective thinking. In our study, as the time spent on studying and social activity increased critical thinking and reflective thinking scores increased. Multivariate analysis revealed that the two variables had independent effects of critical thinking and reflective thinking, but no significant total effect was seen. The detailed investigation of the effects of study hours and social activity hours on two thinking is a helpful finding for educators in the development of critical thinking and reflective thinking. In educational psychology research, interest has emerged in the study of reflective thinking and critical thinking as an antecedent of academic performance (Leung & Kember, 2003;Phan, 2007;2009), and these skills are required skills for academic success (Gogus 2015;Harris 2010;Lee and Loughran, 2000;Meyers 1986;Scott and Markett 1994;Siller 2001). Ghanizadeh (2017) also state the importance of two ways of thinking for the development of personal, academic and social life. Reflective thinking practice is concerned with the consequences of ideas and the possibility that future physical actions may be used to solve a variety of personal and professional problems (Phan, 2009). This study findings presents that time spent on studying has a significant effect on both reflective thinking and critical thinking while time spent on social activities does not have a significant effect on reflective thinking, only has a significant effect on critical thinking.
Empirical research has emphasized the importance of the phases of reflective thinking practice and critical thinking skills in teaching and learning (Ghanizadeh 2017;Leung & Kember, 2003;Mezirow, 1991;Phan 2009;2011). In the literature, college education should support students' thinking skills to develop the habit of organized thinking and of rational analysis, the ability to distinguish the important concepts, and grasp the knowledge of organized solutions to perform better in any job (Gogus 2015;Harris, 2010;Williams, Zdravkovich, and Engleberg 2002). Therefore, the study of university students' critical and reflective thinking skills has become important (Gogus 2015;Demir 2015).
Having many variables that affect critical thinking and reflective thinking and that these variables are not known exactly makes it difficult for students to gain these skills (Manalo et al. 2013). Therefore, this study is important at the points of investigating sub-dimensions and affecting variables, and relation between critical thinking and reflective thinking. In subsequent studies, critical thinking and examination of other variables that influence reflective thinking can enrich the sequence and contribute to a better understanding of the two ways of thinking.
Researches on reflective thinking practice can benefit from the results of the predictors of reflecting thinking styles toward problem solving. Also, the results suggest that time spent for study and social activities are predictive of understanding critical thinking skills and reflective thinking skills separately. Researches and practitioners can benefit from this study results that support that university students should active cognitively by spending time with both social activities and study in order to develop a deep approach to learning in higher education. Having three dimensions of critical thinking skills; self-confidence, analyticity, inquisitiveness positively affects reflective thinking skills towards problem solving. Developing reflective thinking skills towards problem solving are key skills based on Mezirow's (1991Mezirow's ( , 1998 work involving transformative adult learning. The previous studies empirical research categorize reflective thinking practice into four distinct phases, in their order of complexity-habitual action, understanding, reflection, and critical thinking (Kember, 2000;Leung & Kember, 2003;Phan, 2007;2009;2011); and critical thinking is considered a higher level of reflective thinking (Phan, 2009;2011), however, this study contributes to this categorization by informing the effects of the sub dimensions of critical thinking skills for developing reflective thinking skills towards problem solving. In addition, the previous studies in Turkey focus on positively affects critical thinking (Erdoğan 2019; Tican and Taşpınar 2015;Aryani, Rais and Wirawan, 2017), but not studied the predictors of reflecting thinking skills with the combinations of dimensions of critical thinking, study time and social activities. Therefore, researches can benefit this study results and develop further studies to understand the different variables can contribute to develop reflective thinking skills and critical thinking skills. Researches and practitioners can also the effects of the duration on study time and social activities to guide university students for academic success and perform better in any job by gaining critical thinking and reflective thinking skills to solve the complex problems.
The study limitation includes having a small effect size since the study is conducted at a small, private international university in Turkey. The university has only three faculty and 3000 students. Participants were 567 volunteer students, 18 percent of the all student population.