بررسی رابطه بین ارزش‌های فرهنگی جامعه و گرایش‌های تفکر انتقادی دانشجویان با واسطه‌گری ابعاد الگوهای ارتباطات خانواده و استادان

الف. فارسی

برخورداری، معصومه.؛ جلال‌منش، شمس الملوک. و محمودی، محمود (1388). ارتباط گرایش به تفکر انتقادی و عزت نفس در دانشجویان پرستاری.  مجله ایرانی آموزش در علوم پزشکی، 9(1): 19-13.

قریب، میترا؛ ربیعیان، مصطفی؛ صلصالی، مهوش؛ حاجی‌زاده، ابراهیم؛ صبوری کاشانی، احمد و خلخالی، حمیدرضا (1388). مهارت‌های تفکر انتقادی و گرایش به تفکر انتقــادی در دانشجویان ترم اول و آخر مدیریت خدمات بهداشتی- درمانی. مجله ایرانی آموزش در علوم پزشکی، 9(2): 135- 125.

کورش‌نیـا، مریم و لطیفیـان؛ مرتضی (1386). بررسـی روایی و پایایی ابزار تجدید نظر شده الگوهای ارتباطات خانواده. خانواده‌پژوهی، 12: 875- 855.

ب. انگلیسی

American Philosophical Association (1990). Critical thinking: a statement of expert consensus for purposes of educational assessment and instruction. Executive summary. Facione, P.A. (Project Director) Millbrae, CA: The California Academic press.

Barnlund, D. (1989). Communication styles of Japanese and Americans. Belmont, CA: Wadsworth.

Barron, R. M., Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological reaserch: Conceptual, strategic and statistical consideration. Journal of Personality and Social Psychology, 51, 1173-1182.

Baxter Magolda, M. B. (1992). Students’ epistemologies and academic experiences: Implications for pedagogy. Review of Higher Education, 15, 256-287.

Becker, C. B. (1986). Reasons for the lack of argumentation and debate in the Far East. International Journal of Intercultural Relations, 10, 75-92.

Belenky, M. F., Clinchy, B. M., Goldberger, N. R. & Tarule, J. M. (1986). Woman’s ways of knowing. New York: Basic Brooks.

CCTDI test manual (2007). Millbrae, CA: The California Academic press.

Facione, N. C., Facione, P. A. (1992). The California Critical Thinking Disposition Inventory (CCTDI). Millbrae, CA: The California Academic Press.

Facione, P. A.  (2011). Critical thinking: What it is and why it counts (a resource paper).

Millbrae, CA: California Academic Press.

Facione, P. A., Giancarlo, C. A., Facione, N. C., & Geinen, J. (1995). The disposition toward critical thinking. Journal of General Education, 44 (1), 1-25.

Fitzpatrick, M. A., & Ritchie, L. D. (1994). Communication schemata whitin the family: Multiple perspectives on family interaction. Human Communication Research, 20, 275-301.

Fukuyama, M. A., & Greenfield, T. K. (1983). Dimensions of assertiveness in an Asian-American student population. Journal of Counseling Psychology, 30, 429-432.

Giancarlo, C. A. (1996). Critical thinking, culture & personality: Predicting Latino’s academic success. Doctoral dissertation, University of California. Riverside, California, United State. (AAT No. 9707044).

Giancarlo, C. A., & Facione, P. A. (2001). A look across four years at the disposition towardcritical thinking among undergraduate students. The Journal of General Education,

50(1), 29- 55.

Hayes, J., & Allinson, S. W. (1988). Cultural differences in the learning styles of managers. Management International Review, 28, 75-80.

Hofstede, G. H. (1997). Culture and organization: software of mind.  New York, NY: McGraw-Hill.

Hsu, C. F. (2002). The influence of self-construals, family and teacher communication patterns on communication apprehension among college students in Taiwan.  Communication Reports, 15(2), 123-132.

Jonson, F. A., & Marsella, A. J. (1978). Differential attitudes toward verbal behavior in students of Japanese and European ancestry. Genetic Psychology Monographs, 97, 43-76.

Kakai, H. (2001). The effect of independent and interdependent self-construals on the development of critical thinking dispositions: A quantitative and qualitative study. Doctoral dissertation, University of Hawaii, Hawaii, United States. (AAT No.3017402).

Kim, M. S. (1999). Cross-cultural perspectives on motivations of verbal communication: Review, critique, and a theoretical framework. Communication Yearbook, 22, 51- 89.

Kim, M. M., Aune, K. S., Kim. H. J., & Watanabe, J. (1998, October). The effect of culture and self-construals on predispositions toward verbal communication. Paper presented at the Interpersonal Communication Division of the International Communication Association, Jerusalem, Israel.

Kitchener, K. S. & King, P. M. (1989). The reflective judgment model: Ten years of research. In M. L. Commons, C. Armon, L. Kohlberg, F. A. Richards, T. A. Grotzer & J. D. Sinnot (Eds.), Adult development 2: Models and methods in the study of adolescent and adult thought (pp. 63-78). New York: Praeger.

Koerner, A. F., & Fitzpatrick, M. A. (1997). Family type and conflict: The impact of  conversation  orientation  and  conformity  orientation  on  conflict  in  the family.

         Communication Studies, 48, 59-78.

Koerner, A. F., & Fitzpatrick, M. A. (2002). Understanding family communication patterns and family functioning: The roles of conversation orientation and conformity orientation. Communication Yearbook, 26, 36-68.

Latifian, M., & Bashash, L. (2004). Relation of Value Epistemological Beliefs Scale and judgments of two scenarios attributed to two different authorities. Psychological Reports, 95, 371-385.

Morris, M. W., & Peng, K. (1994). Culture and cause: American and Chinese attributions for social and psychological events. Journal of Personality and Social Psychology, 67, 949-971.

Ritchie, L. D., & Fitzpatrick, M. A. (1990). Family communication patterns: Measuring intrapersonal erceptions of interpersonal relationships. Communication Research, 17, 523-544.

Schommer-Aikins, M. (2004). Explaining the epistemological belief system: Introducing the embedded systemic model and coordinate research approach. Educational Psychologist, 39(1), 19-29.

Schrodt, P., Witt, P. L., Messersmith, A. S. (2008). A meta-analytical review of family communication patterns and their associations with information processing, behavioral and psychosocial outcomes. Communication Monographs, 75(3), 248-269.

Schwartz, S. H. (1999). A theory of cultural values and some implications for work. Applied Psychology: An International Review, 48, 23-47.

Sigelman, C. K. (1999). Life-span human development (3^th Ed.). Pacific Grove, CA: Brooks/Cole Publishing Company.

Sivadas, E., Bruvold, N., T., & Nelson, M. R. (2008). A reduced version of the horizontal and vertical individualism and collectivism scale: A four-country assessment. Journal of  Business Research, 61, 201-210.

Triandis, H. C. (1988). Collectivism and individualism: A reconceptualization of a basic concept in cross-cultural psychology. In C. Bagley & G. Verma (Eds.), Personality, cognition and values: Cross-cultural perspectives of childhood and adolescence (pp. 60-95). London: Macmillan.

Triandis, H. C. (1989). Cross-cultural studies of individualism and collectivism. In J. Berman (Ed.). Nebraska symposium of motivation (pp. 41-133). Lincoln, NE: University of Nebraska Press.

Triandis, H. C. (1994). Major cultural syndromes and emotion. In S. Kitayama & H. R. Markus (Eds.),  Emotion  and  culture (pp.  285-306). Washington, DC:  American Psychological Association.

Triandis, H. C. (1995). Individualism & collectivism. Boulder, CO: Westview Press.

Triandis, H.C., Chen, X. P., & Chen, D. K. S. (1998). Scenarios for the measurement of collectivism and individualism. Journal of Cross-Cultural Psychology, 29(2), 275-289.

Triandis, H. C., & Gelfand, M. J. (1998). Converging measurement of horizontal and vertical individualism and collectivism. Journal of Personality and Social Psychology, 75, 118-128.

Zhang, L. & Strenberg, R. G. (2001). Thinking styles across cultures: Their relationships with student learning. In R. J. Strenberg & L. Zhang (Eds.), Perspectives on Thinking, Learning, and Cognitive Styles (pp. 197-226). Lawrence Erlbaum Associates Publishers, NJ, USA.