Development and validation of the complex thinking scale for scientific research among Peruvian engineering students
Introduction Although instruments exist to assess complex thinking in college students, their application has limitations in specific disciplinary contexts, and no validated measure is available specifically to assess this construct in the research training of Peruvian engineering students. This stu...
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2026
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| author | Jhastin Arturo Florián Huamán Lionel Abel Quispe Monteagudo Calixto Tapullima-Mori |
| author_browse | Calixto Tapullima-Mori Jhastin Arturo Florián Huamán Lionel Abel Quispe Monteagudo |
| author_facet | Jhastin Arturo Florián Huamán Lionel Abel Quispe Monteagudo Calixto Tapullima-Mori |
| author_sort | Jhastin Arturo Florián Huamán |
| collection | Producción científica |
| description | Introduction Although instruments exist to assess complex thinking in college students, their application has limitations in specific disciplinary contexts, and no validated measure is available specifically to assess this construct in the research training of Peruvian engineering students. This study aimed to develop and validate the Complex Thinking Scale for Scientific Research (CTS-SR) among Peruvian engineering students. Methods An instrumental study was conducted with 506 university students divided into non-overlapping exploratory ( n = 250) and confirmatory ( n = 256) subsamples. The scale was initially developed from a five-dimensional theoretical framework comprising problemsolving, critical analysis, metacognition, systems analysis, and creativity. Results Exploratory analyses indicated that the initial dimensions converged empirically into two broader, interrelated domains: criticalstrategic reasoning and metacognitive self-regulation with systemic understanding. The final two-factor model comprised 23 items and showed adequate fit in the confirmatory sample (CFI = 0.964; RMSEA = 0.059) and high internal consistency ( ω = 0.944). Complex thinking was positively associated with satisfaction with studies and positive stress and showed a weak negative association with negative stress. Discussion The CTS-SR-23 provides preliminary, context-specific psychometric evidence for assessing complex thinking in scientific research among Peruvian engineering students. Because the final model involved additional item refinement within the CFA subsample, the 23-item version has not yet been independently cross-validated. Further validation using the unchanged CTS-SR-23 in independent samples and across academic disciplines and cultural contexts is warranted. |
| format | Article |
| id | openalex:W7214943263 |
| institution | UPeU |
| language | English |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
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| spelling | openalex:W7214943263Development and validation of the complex thinking scale for scientific research among Peruvian engineering studentsJhastin Arturo Florián HuamánLionel Abel Quispe MonteagudoCalixto Tapullima-Moricomplex thinkingscientific research skillsengineering studentsscale developmentpsychometric validationmetacognitive self-regulationsystem understandingcreativityproblem solvingcritical analysisresearch trainingstudent stressEducation and Critical Thinking DevelopmentPsychometric Methodologies and TestingEducational Strategies and EpistemologiesIntroduction Although instruments exist to assess complex thinking in college students, their application has limitations in specific disciplinary contexts, and no validated measure is available specifically to assess this construct in the research training of Peruvian engineering students. This study aimed to develop and validate the Complex Thinking Scale for Scientific Research (CTS-SR) among Peruvian engineering students. Methods An instrumental study was conducted with 506 university students divided into non-overlapping exploratory ( n = 250) and confirmatory ( n = 256) subsamples. The scale was initially developed from a five-dimensional theoretical framework comprising problemsolving, critical analysis, metacognition, systems analysis, and creativity. Results Exploratory analyses indicated that the initial dimensions converged empirically into two broader, interrelated domains: criticalstrategic reasoning and metacognitive self-regulation with systemic understanding. The final two-factor model comprised 23 items and showed adequate fit in the confirmatory sample (CFI = 0.964; RMSEA = 0.059) and high internal consistency ( ω = 0.944). Complex thinking was positively associated with satisfaction with studies and positive stress and showed a weak negative association with negative stress. Discussion The CTS-SR-23 provides preliminary, context-specific psychometric evidence for assessing complex thinking in scientific research among Peruvian engineering students. Because the final model involved additional item refinement within the CFA subsample, the 23-item version has not yet been independently cross-validated. Further validation using the unchanged CTS-SR-23 in independent samples and across academic disciplines and cultural contexts is warranted.Articlehttps://doi.org/10.3389/feduc.2026.1902758https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2026.1902758/pdfW7214943263enFrontiers in Education2504-284X2026-09-30 |
| spellingShingle | complex thinking scientific research skills engineering students scale development psychometric validation metacognitive self-regulation system understanding creativity problem solving critical analysis research training student stress Education and Critical Thinking Development Psychometric Methodologies and Testing Educational Strategies and Epistemologies Jhastin Arturo Florián Huamán Lionel Abel Quispe Monteagudo Calixto Tapullima-Mori Development and validation of the complex thinking scale for scientific research among Peruvian engineering students |
| title | Development and validation of the complex thinking scale for scientific research among Peruvian engineering students |
| title_full | Development and validation of the complex thinking scale for scientific research among Peruvian engineering students |
| title_fullStr | Development and validation of the complex thinking scale for scientific research among Peruvian engineering students |
| title_full_unstemmed | Development and validation of the complex thinking scale for scientific research among Peruvian engineering students |
| title_short | Development and validation of the complex thinking scale for scientific research among Peruvian engineering students |
| title_sort | development and validation of the complex thinking scale for scientific research among peruvian engineering students |
| topic | complex thinking scientific research skills engineering students scale development psychometric validation metacognitive self-regulation system understanding creativity problem solving critical analysis research training student stress Education and Critical Thinking Development Psychometric Methodologies and Testing Educational Strategies and Epistemologies |
| topic_facet | complex thinking scientific research skills engineering students scale development psychometric validation metacognitive self-regulation system understanding creativity problem solving critical analysis research training student stress Education and Critical Thinking Development Psychometric Methodologies and Testing Educational Strategies and Epistemologies |
| url | https://doi.org/10.3389/feduc.2026.1902758 https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2026.1902758/pdf |
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