An Analysis of Critical Thinking Dispositions in Students Preparing for Christian Ministr

This dissertation analyzed the critical thinking disposition scores of undergraduate students enrolled in theology-related departments at institutions that are affiliated with a Southern Baptist state convention. Each of these schools were regionally accredited by the Southern Association of Colleges and Schools Commission on Colleges or the Higher Learning Commission, both regional accrediting bodies. The study also considered the relationship, if any, between critical thinking disposition scores and select demographic factors (age, gender, ethnicity, year of study, GPA, high school background, and program emphasis).;The study was designed as a descriptive quantitative survey that consisted of demographic questions and the EMI: Critical Thinking Disposition Assessment, which consists of 26 questions using Likert type scales. Descriptive and correlational statistics were conducted to analyze the scores and relationships.;The research revealed that there is no statistically significant relationship between the disposition scores and the demographic factors. There was a significant difference between scores of Ministry/Mission students and Christian/Biblical Studies students. When dealing with the Innovativeness construct, there appeared to be a weak relationship with GPA, and there was a significant difference between Ministry/Missions and Biblical Languages. These findings will aid in the understanding of dispositions and benefit educators attempting to instill inclination and internal motivation to learn.