| Title: |
From Family to Classroom: A Multilevel Analysis of Environmental and Individual Drivers of Scientific Higher-Order Thinking in Urban Junior High Schools |
| Language: |
English |
| Authors: |
Lin Lin; Yuqing Chen (ORCID 0009-0009-7000-246X); Wenke Liu; Yunan Ding; Runjie Jiang; Jingying Wang (ORCID 0000-0002-6109-7542); Yongxiang Tang |
| Source: |
Education and Urban Society. 2026 58(1):3-26. |
| 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: |
24 |
| Publication Date: |
2026 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Junior High Schools; Middle Schools; Secondary Education |
| Descriptors: |
Foreign Countries; Junior High School Students; Thinking Skills; Learner Engagement; Science Education; Cognitive Style; Middle School Students; Core Competencies; Praxis; Influences; Aptitude; Family Environment; Recreational Reading; Teaching Methods; Parent Participation; Critical Thinking |
| Geographic Terms: |
China (Beijing) |
| DOI: |
10.1177/00131245251355608 |
| ISSN: |
0013-1245; 1552-3535 |
| Abstract: |
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. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1490895 |
| Database: |
ERIC |