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Effects of the constructivist learning environment on students’ critical thinking ability: Cognitive and motivational variables as mediators
ARTICLE

, Department of Education Studies, Hong Kong Baptist University, Hong Kong ; , National Institute of Education Learning Sciences and Technologies Academic Group, National Institute of Education, Singapore

International Journal of Educational Research Volume 70, Number 1, ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

This study aimed to empirically test the direct relationship between the constructivist learning environment and critical thinking ability and the indirect relationship between them when mediated by motivational beliefs and cognitive strategies. Responses from questionnaires were collected from a convenience sample of 967 students studying Liberal Studies or Integrated Humanities in Secondary Three (Grade nine) in Hong Kong. Analyzed by structural equation modeling, both cognitive strategies and goal orientations fully mediated the relationships between the constructivist learning environment and critical thinking ability. The finalized model showed an acceptable fit to the data and that 22% of the variance in critical thinking ability was explained, suggesting the usefulness of the model in predicting critical thinking ability.

Citation

Kwan, Y.W. & Wong, A.F.L. (2015). Effects of the constructivist learning environment on students’ critical thinking ability: Cognitive and motivational variables as mediators. International Journal of Educational Research, 70(1), 68-79. Elsevier Ltd. Retrieved January 19, 2020 from .

This record was imported from International Journal of Educational Research on January 29, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijer.2015.02.006

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