Critical thinking disposition and academic achievement among Chinese high school students: A moderated mediation model

被引：4
|
作者：
Liu, Chengwei [1 ]
Tang, Minyan [1 ]
Wang, Maowen [1 ]
Chen, Liang [2 ]
Sun, Xiaohua [2 ]
机构：
[1] Hunan Univ Sci & Technol, Sch Educ, Xiangtan, Peoples R China
[2] Univ Sci & Technol Liaoning, Sch Marxism, Anshan, Peoples R China
来源：
PSYCHOLOGY IN THE SCHOOLS | 2023年 / 60卷 / 08期
关键词：
academic self-efficacy; critical thinking disposition; moderated mediation model; STRATEGIES;
D O I：
10.1002/pits.22906
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
This study tested a moderated mediation model that included critical thinking disposition (independent variable), emotional intelligence (moderator), academic self-efficacy (mediator), and academic achievement (dependent variable) in a sample of 642 high school participants aged 14-16 years (M = 15.59, SD = 0.97, 48.44% males) in China, using data from an in-school questionnaire. Study findings showed that critical thinking disposition was positively associated with academic achievement. Academic self-efficacy played a mediating role between critical thinking disposition and academic achievement. Moreover, emotional intelligence played a moderating role in the second half of the mediation process, in which critical thinking disposition affected academic achievement through academic self-efficacy. The results revealed the mechanism of critical thinking disposition on academic achievement.
引用
收藏
页码：3103 / 3113
页数：11
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