Literaturnachweis - Detailanzeige
| Autor/inn/en | Liu, Chengwei; Tang, Minyan; Wang, Maowen; Chen, Liang; Sun, Xiaohua |
|---|---|
| Titel | Critical Thinking Disposition and Academic Achievement among Chinese High School Students: A Moderated Mediation Model |
| Quelle | In: Psychology in the Schools, 60 (2023) 8, S.3103-3113 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Chen, Liang) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0033-3085 |
| DOI | 10.1002/pits.22906 |
| Schlagwörter | Foreign Countries; High School Students; Critical Thinking; Personality; Academic Achievement; Models; Emotional Intelligence; Self Efficacy; China |
| 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. (As Provided). |
| Anmerkungen | 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 |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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