ABSTRACT The Employer‐Employee‐Supported Critical Thinking Disposition Inventory (2ES‐CTDI) bridges theory and practice in higher education by assessing critical thinking disposition (CTD) components: self‐efficacy, instant judgement, and habitual truth‐digging. However, its broader applicability requires further validation. This study adapted and validated the Hungarian 2ES‐CTDI to examine the interactions among these CTD components. A sample of 1090 Hungarian university freshmen completed the 19‐item survey (7‐point Likert Scale). Reliability and validity were assessed via Cronbach's Alpha, McDonald's Omega, CFA, and Rasch analysis. Results revealed: (a) acceptable reliability (Cronbach's Alpha = 0.784, McDonald Omega = 0.783); (b) overall CFA model fit (CFI and TLI > 0.90, RMSEA and SRMR < 0.08); (c) good item and test endorsements; and (d) relatively low CTD self‐efficacy but a strong inclination toward instant judgement. The study provides empirical support for the theoretical CTD framework and offers a validated instrument for cross‐cultural comparisons. Practically, it underscores the importance of self‐efficacy in fostering higher‐order CTD, suggesting its integration into educational standards and curricula. Future research could investigate contextual CTD variations and the broader impacts of self‐efficacy interventions. Overall, this work enhances understanding of CTD dynamics and provides insights for educators and policymakers aiming to cultivate critical thinking.
Liu et al. (Wed,) studied this question.