From Family to Classroom: A Multilevel Analysis of Environmental and Individual Drivers of Scientific Higher-Order Thinking in Urban Junior High Schools

Autor/inn/en	Lin Lin; Yuqing Chen; Wenke Liu; Yunan Ding; Runjie Jiang; Jingying Wang; Yongxiang Tang
Titel	From Family to Classroom: A Multilevel Analysis of Environmental and Individual Drivers of Scientific Higher-Order Thinking in Urban Junior High Schools
Quelle	In: Education and Urban Society, 58 (2026) 1, S. 3-26Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yuqing Chen) ORCID (Jingying Wang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/00131245251355608
Schlagwörter	Forschungsbericht; Foreign Countries; Junior High School Students; Thinking Skills; Learner Engagement; Science Education; Cognitive Style; Middle School Students; Core Competencies; Praxis; Influences; Aptitude; Family Environment; Recreational Reading; Teaching Methods; Parent Participation; Critical Thinking; China (Beijing) + Suchen Sie Ihr Suchwort? Ausland; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Denkfähigkeit; Naturwissenschaftliche Bildung; Cognitive styles; Kognitiver Stil; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Key qualification; Core competences; Schlüsselqualifikation; Influence; Einfluss; Einflussfaktor; Eignung; Familienmilieu; Häusliche Lektüre; Teaching method; Lehrmethode; Unterrichtsmethode; Elternmitwirkung; Kritisches Denken
Abstract	Scientific higher-order thinking (S-HOT) is a key competency for cultivating innovation in science and technology. However, its influencing pathways remain unclear. This study integrates structural equation modeling and fuzzy set qualitative comparative analysis to explore how individual and environmental factors such as parental engagement, family atmosphere, scientific critical and judgmental ability, learning engagement, extracurricular reading, and teaching methods shape junior high school students' S-HOT. Based on data from 124 students in Beijing, the findings show that scientific critical and judgmental ability positively affects S-HOT. Extracurricular reading enhances S-HOT indirectly through learning engagement or in combination with scientific critical and judgmental ability. However, excessive learning engagement may have a negative impact. fsQCA reveals six distinct factor combinations that contribute to S-HOT, highlighting the presence of multiple effective pathways. These findings offer both theoretical insight and practical guidance for the targeted development of higher-order thinking in science education. (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