From Family to Classroom
A Multilevel Analysis of Environmental and Individual Drivers of Scientific Higher-Order Thinking in Urban Junior High Schools
Bibliographic Data
| ID | 9728774 |
|---|---|
| Authors | Lin 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, corresponding author), 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, corresponding author), Yongxiang Tang (Beijing Normal University), Yongming Tang (0000-0002-4364-4290, Beijing Normal University) |
| Year | 2026 |
| Volume | 58 |
| Issue | 1 |
| Pages | 3-26 |
| Publication date | 2026-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education and Urban Society (JOURNAL) |
| Journal identifiers | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/00131245251355608 |
| OpenAlex | W4413105251 |
| Language | EN |
| References cited | 32 |
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
Assessing What Really Matters to Student Learning Inside The National Survey of Student Engagement
Strategies for Teaching Students to Think Critically
Cutoff criteria for fit indexes in covariance structure analysis
School Engagement
Development and validation of an observation‐based protocol to measure the eight scientific practices of the next generation science standards in K‐12 science classrooms
Public Understanding of Science and K-12 STEM Education Outcomes
Studying configurations with qualitative comparative analysis
Multiple Factors Drive the Development of Scientific Thinking in Urban Primary School Students of China
Student Engagement in Instructional Activity
Organizational Capability in the Public Sector
Parent autonomy support and undergraduates' academic engagement in online learning
| Citation velocity | historical |
|---|---|
| Highly cited | No |