| Title: |
How Teacher-Related Factors Affect Students' Higher-Order Thinking in the Urban Science Classroom: Evidence Based on Structural Equation Modeling and fNIRS |
| Language: |
English |
| Authors: |
Jingying Wang (ORCID 0000-0002-6109-7542); Jinghan Ren (ORCID 0009-0003-4764-7557); Yuqing Chen (ORCID 0009-0009-7000-246X); Runjie Jiang; Jiarong Xu; Yunan Ding; Shoubao Gao |
| Source: |
Education and Urban Society. 2026 58(1):27-56. |
| Availability: |
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 |
| Peer Reviewed: |
Y |
| Page Count: |
30 |
| Publication Date: |
2026 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Elementary Education; Grade 6; Intermediate Grades; Middle Schools; Grade 7; Junior High Schools; Secondary Education |
| Descriptors: |
Teacher Guidance; Teacher Student Relationship; Scaffolding (Teaching Technique); Thinking Skills; Cognitive Processes; Science Education; Brain; Teacher Role; Grade 6; Grade 7; Science Teachers; Middle School Students; Middle School Teachers; Foreign Countries |
| Geographic Terms: |
China (Beijing) |
| DOI: |
10.1177/00131245251361114 |
| ISSN: |
0013-1245; 1552-3535 |
| Abstract: |
Teacher-related factors significantly impact students' higher-order thinking. However, the mechanisms of how these factors specifically affect students' higher-order thinking in urban science classrooms are unclear, especially in the absence of empirical research based on multimodal assessment methodologies. This study explored the pathways of these factors by constructing a structural equation model and implemented a functional near-infrared spectroscopy (fNIRS) experiment in an urban science classroom to collect brain data, exploring the mechanisms of students' higher-order thinking development. The results indicated that both teacher-student relationships and scaffolding instruction could positively influence students' higher-order thinking, and teacher-student relationships could promote students' higher-order thinking through the chained mediating role of teacher guidance and scaffolding instruction, while teacher guidance alone had a significant negative effect on students' higher-order thinking. Furthermore, students' higher-order thinking during the science class using the scaffolding strategy was related to the increased interpersonal neural synchronization (INS) in the teacher and students' dorsolateral prefrontal cortex (DLPFC)--a neural basis associated with effective teacher-student interaction. These findings confirm the importance of the teachers' role during students' higher-order thinking development and provide evidence from both the structural equation modeling and brain science for the mechanisms behind higher-order thinking development. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1490754 |
| Database: |
ERIC |