From Family to Classroom

A Multilevel Analysis of Environmental and Individual Drivers of Scientific Higher-Order Thinking in Urban Junior High Schools

Datos Bibliográficos

ID9728774
AutoresLin Lin (0000-0002-6342-5618, Harbin Normal University), Lin Lin-Lipsmeyer (0000-0002-9630-9744, Harbin Normal University), Yuqing Chen (0000-0003-3832-3836, Beijing Normal University), W Liu (0000-0002-8444-368X, Qingdao University, autor de correspondencia), Yunan Ding (Beijing Normal University), Y K Ding (0000-0002-7973-3359, Beijing Normal University), Runjie Jiang (0000-0002-8662-2585, Qingdao University, Shandong, China), Jingying Wang (0000-0002-6109-7542, Beijing Normal University, autor de correspondencia), Yongxiang Tang (Beijing Normal University), Yongming Tang (0000-0002-4364-4290, Beijing Normal University)
Año2026
Volumen58
Número1
Páginas3-26
Fecha de publicación2026-01-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation and Urban Society (JOURNAL)
Identificadores de la revistaISSN: 0013-1245 • E-ISSN: 1552-3535
EditorialSAGE Publications (PUBLISHER • US)
DOI10.1177/00131245251355608
OpenAlexW4413105251
IdiomaEN
Referencias citadas32

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

Environmental education · Higher-Order Thinking · Mathematics education · Multilevel model · Order (exchange · Pedagogy · Sociology · Teaching method · Career Development and Diversity · Computer Science · Education and Critical Thinking Development · Psychology · Teacher Education and Leadership Studies