The Mediating Role of Critical Thinking in the Relationship Between Creative Thinking and Reflective Thinking
Bibliographic Data
| ID | 21445977 |
|---|---|
| Authors | Burcu Karafil (0000-0001-7297-7871, School of Foreign Languages Yalova University Yalova Türkiye, corresponding author), Akın Karakuyu (0000-0001-7370-5464, Antakya Vocational High School Hatay Mustafa Kemal University Hatay Türkiye) |
| Year | 2026 |
| Volume | 61 |
| Issue | 1 |
| Publication date | 2026-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.70360 |
| OpenAlex | W7107957563 |
| Language | EN |
| References cited | 104 |
This study explores the mediating role of critical thinking (Cri‐T) in the relationship between creative thinking (Cre‐T) and reflective thinking (RT) among pre‐service teachers. Within this scope, the structural equation model (SEM) was employed, involving a total of 504 pre‐service teachers from four faculties of education in Türkiye, selected through convenience sampling. The ‘Critical Thinking Scale’, the ‘Reflective Thinking Scale’ and the ‘Creative Thinking Scale’ were used as data collection tools. In the data analysis, correlation analysis, confirmatory factor analysis (CFA) and regression‐based mediation analysis via Hayes' PROCESS macro were used. In addition, bootstrap estimates of the indirect effect, beta coefficients, 95% confidence intervals and effect sizes were also calculated. The results indicated strong positive correlations between Cre‐T and both RT and Cri‐T, and a moderate positive correlation between Cri‐T and RT. Furthermore, Cri‐T was found to fully mediate the relationship between Cre‐T and RT
Confirmatory factor analysis · Convergent thinking · Creative thinking · Critical thinking · Lateral thinking · Mediation · Reflective thinking · Structural equation modeling · E-Learning and COVID-19 · Education and Critical Thinking Development · Reflective Practices in Education
Latent Variable Path Modeling with Partial Least Squares
Defining Reflection
The development and psychometric validation of a Critical Thinking Disposition Scale
A Simple Test for Heteroscedasticity and Random Coefficient Variation
On Critical Reflection
Critical thinking in education
OECD's Brief Self-Report Measure of Educational Psychology's Most Useful Affective Constructs
Creativity, Critical Thinking, Communication, and Collaboration
Transforming Teaching Practice
Strategies for Teaching Students to Think Critically
Critical thinking as a citizenship competence
Common Beliefs and Reality About PLS
Cutoff criteria for fit indexes in covariance structure analysis
A Heteroskedasticity-Consistent Covariance Matrix Estimator and a Direct Test for Heteroskedasticity
The Standard Definition of Creativity
Comparison of Convenience Sampling and Purposive Sampling
Promoting L2 learners’ critical thinking skills
Creativity and Preservice Teachers
Structural relationship among academic motivation, academic self‐efficacy, problem solving skills, creative thinking skills, and critical thinking skills
Internet, Phone, Mail, and Mixed‐Mode Surveys
Sampling in developmental science
Development of a Questionnaire to Measure the Level of Reflective Thinking
A critical evaluation of the usefulness of a coding scheme to categorise levels of reflective thinking
Critical thinking practices in teacher education programmes
Sampling in Interview-Based Qualitative Research
Promoting inclusiveness, creativity and critical thinking through digital storytelling among EFL teacher candidates
The Effects of Reflective Thinking-based Teaching Activities on Pre-service Teachers’ Reflective Thinking Skills, Critical Thinking Skills, Democratic Attitudes, and Academic Achievement
Beyond Baron and Kenny
Can creativity be taught
Reflective Thinking among Teachers
Beyond Big and Little
Critical thinking assessment
A Revision of Bloom's Taxonomy
| Highly cited | No |
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