Pensamiento crítico y autoconcepto académico desde la perspectiva correlacional en el sector universitario peruano

The research aimed to establish the correlation between the willingness to critical thinking and the academic self-concept in students of the Professional Academic School (EAP) of International Business of the Universidad Nacional Mayor de San Marcos in Peru (UNMSM). This is the second part of a study initiated with the analysis of the variable disposition to critical² thinking, academic self-concept is addressed as a second variable. The general hypothesis was the statistically significant relationship between the disposition towards critical thinking and academic self-concept. There were also six secondary hypotheses, the first related to the students’ level of academic self-concept, the other five related to the correlation between academic self-concept and interpretations, academic performance, recognition of assumptions, evaluation of arguments, and dimensions of willingness to critical thinking, respectively. Methodologically, it starts from the quantitative approach and makes use of descriptive and inferential statistics. The instrument applied to a sample of 217 students was the Academic Self-Concept Scale (AAS) by Schmidt et al., (2008), validated for university students by Méndez & Gálvez (2018). The results confirm the hypothesis; in this sense, the way in which students perceive themselves is related to the context that surrounds them and influences their perception, and at the same time, supports them to construct their stories in the face of the facts or situations presented to them. It concludes on the importance of the academic environment, as a system, in the configuration of the student’s self-concept, and therefore, in the critical thinking that the student develops.