Science identity and critical thinking in primary school students
Serial mediating role of epistemic curiosity and need for cognition
Bibliographic Data
| ID | 21348359 |
|---|---|
| Authors | Menşure Alkış Küçükaydın (0000-0003-4410-1279, Necmettin Erbakan University, corresponding author) |
| Year | 2026 |
| Pages | 1-10 |
| Publication date | 2026-02-13 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0022-0671 • E-ISSN: 1940-0675 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00220671.2026.2628211 |
| OpenAlex | W7128913500 |
| Language | EN |
| References cited | 42 |
Science identity is the individual’s perception of them as a scientist and the perception of others as scientists. A strong science identity can foster epistemic curiosity related to the need to learn. Epistemic curiosity and the need for cognition may also be related to critical thinking. In this context, the study examined whether science identity relates to critical thinking and whether epistemic curiosity and the need for cognition mediate this connection. The study was conducted in a Turkish sample, and 828 primary school students participated (Mage = 9.86; SD = 0.62). Structural equation modeling assessed the relationships between science identities, epistemic curiosity, need for cognition, and critical thinking. The results showed that science identity positively predicted critical thinking both directly and indirectly (through epistemic curiosity and the need for cognition). However, the need for cognition did not play a significant role alone; it was in combination with epistemic curiosity. This suggests that science identity and epistemic processes are effective in developing critical thinking
Belief system · Cognition · Critical thinking · Curiosity · Identity (music) · Thinking processes · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Psychological and Educational Research Studies
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Understanding the science experiences of successful women of color
The need for cognition
Identity as an Analytic Lens for Research in Education
| Highly cited | No |
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