Mindfulness Dispositions as Predictors of Critical Thinking among Prospective Teachers

 M.S. Bhuvaneswari, A. Catherin Jayanthy, J. Jenita Maria Teresa
and G. Kalaiyarasan
Alagappa University, Karaikudi

Pages: , 404-417

This research examines how mindfulness dispositions predict critical thinking among
prospective teachers, specifically focusing on engagement, cognitive maturity, and
innovativeness as key components. Existing research indicates that mindfulness can
positively influence critical thinking, yet few studies have addressed its impact on
prospective teachers, a group for whom critical thinking skills are essential. This research
seeks to fill this gap by investigating mindfulness as a predictor of these critical thinking
components, which are vital for effective teaching. Using regression analyses,
investigators tested the hypotheses that mindfulness significantly enhances
engagement, cognitive maturity, and innovativeness. Findings reveal a moderately strong
positive relationship between mindfulness and each critical thinking component.
Specifically, mindfulness accounts for 42.6% of the variance in engagement, 43.4% in
cognitive maturity, and 40.6% in innovativeness, confirming its substantial predictive
value. This suggests that prospective teachers with higher mindfulness levels are better
positioned to engage in reflective, adaptable, and creative problem-solving within
classroom settings. These results hold significant implications for teacher education
programs, highlighting the importance of fostering mindfulness to enhance critical
thinking skills among future educators.