How Teacher-Related Factors Affect Students' Higher-Order Thinking in the Urban Science Classroom: Evidence Based on Structural Equation Modeling and fNIRS

Autor/inn/en	Jingying Wang; Jinghan Ren; Yuqing Chen; Runjie Jiang; Jiarong Xu; Yunan Ding; Shoubao Gao
Titel	How Teacher-Related Factors Affect Students' Higher-Order Thinking in the Urban Science Classroom: Evidence Based on Structural Equation Modeling and fNIRS
Quelle	In: Education and Urban Society, 58 (2026) 1, S. 27-56Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Jingying Wang) ORCID (Jinghan Ren) ORCID (Yuqing Chen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/00131245251361114
Schlagwörter	Forschungsbericht; Teacher Guidance; Teacher Student Relationship; Scaffolding (Teaching Technique); Thinking Skills; Cognitive Processes; Science Education; Brain; Teacher Role; Grade 6; Grade 7; Science Teachers; Middle School Students; Middle School Teachers; Foreign Countries; China (Beijing) + Suchen Sie Ihr Suchwort? Lehrerberatung; Teacher student relationships; Lehrer-Schüler-Beziehung; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Naturwissenschaftliche Bildung; Gehirn; Lehrerrolle; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland
Abstract	Teacher-related factors significantly impact students' higher-order thinking. However, the mechanisms of how these factors specifically affect students' higher-order thinking in urban science classrooms are unclear, especially in the absence of empirical research based on multimodal assessment methodologies. This study explored the pathways of these factors by constructing a structural equation model and implemented a functional near-infrared spectroscopy (fNIRS) experiment in an urban science classroom to collect brain data, exploring the mechanisms of students' higher-order thinking development. The results indicated that both teacher-student relationships and scaffolding instruction could positively influence students' higher-order thinking, and teacher-student relationships could promote students' higher-order thinking through the chained mediating role of teacher guidance and scaffolding instruction, while teacher guidance alone had a significant negative effect on students' higher-order thinking. Furthermore, students' higher-order thinking during the science class using the scaffolding strategy was related to the increased interpersonal neural synchronization (INS) in the teacher and students' dorsolateral prefrontal cortex (DLPFC)--a neural basis associated with effective teacher-student interaction. These findings confirm the importance of the teachers' role during students' higher-order thinking development and provide evidence from both the structural equation modeling and brain science for the mechanisms behind higher-order thinking development. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2026/1/01