Incidencia de la lectura en el pensamiento crítico en estudiantes universitarios caso de estudio Facultad de Ciencias de la Educación, Carrera de Educación Física

Abstract

The development of critical thinking is a fundamental competency in higher education, closely linked to students' analytical, synthetic, and evaluative capacities. This study addresses the gap between limited engagement in systematic reading habits and low levels of critical thinking within the university context of Manabí. The purpose was determining the relationship between the frequency of reading habits and the level of critical thinking development among Physical Education students. A quantitative, non-experimental correlational design was employed. The sample consisted of 156 students, who completed two instruments: a reading habits questionnaire and a standardized critical thinking test focused on analyzing fallacies and logical flaws. Significant positive correlations were identified between both variables. Notably, students who enjoy reading are 5.3 times more likely to demonstrate high critical quality compared to those with weak habits. Factors such as a reading-oriented family environment and reading for pleasure proved to be more potent predictors than mandatory academic reading. It is concluded that reading habits are a decisive and significant factor for critical thinking. These findings support the implementation of institutional programs that go beyond utilitarian reading and promote critical and voluntary reading as a cross-cutting theme in universities.