Motivation for critical thinking about career choice.

Abstract

The aim of the study was to analyze the expectations and the value assigned to the task of thinking critically about the career choice. A qualitative cross-sectional study was conducted with 22 students from a public high school. An adaptation of the Critical Thinking Motivation Scale and a Critical Thinking Motivation Questionnaire about Career Choice were applied and the results were qualitatively analyzed. The students recognized the usefulness of thinking critically, but did not attach importance to it until it was placed in the process of choosing a career. The difficulty of the task was related to the deployment of critical thinking skills and the cost to the time demand involved.