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Critical Thinking Disposition and Academic Achievement among Chinese High School Students: A Moderated Mediation Model

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Bibliographic Details
Title: Critical Thinking Disposition and Academic Achievement among Chinese High School Students: A Moderated Mediation Model
Language: English
Authors: Liu, Chengwei, Tang, Minyan, Wang, Maowen, Chen, Liang (ORCID 0000-0003-2394-8972), Sun, Xiaohua
Source: Psychology in the Schools. Aug 2023 60(8):3103-3113.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 11
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Foreign Countries, High School Students, Critical Thinking, Personality, Academic Achievement, Models, Emotional Intelligence, Self Efficacy
Geographic Terms: China
DOI: 10.1002/pits.22906
ISSN: 0033-3085
1520-6807
Abstract: 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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1383339
Database: ERIC
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Description
Abstract: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.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.22906