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August 16, 2026Advanced ElectromagneticsOpen Access

An Empirical Study of Critical Thinking Quality Development in High School English Learners under the Cognitive Motivation Theory via SEM

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Authors

YCY. L. Chen

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Overview

Cross-sectional survey reveals critical thinking dimensions and key motivational drivers in high school English learners, highlighting the primary role of self-confidence in cognitive growth.

Key Points

  • To examine the developmental levels and structural relationships among critical thinking dimensions in high school English learners using cognitive motivation theory.
  • Surveyed N=298 first-year high school students from two middle schools in China using the revised Chinese version of the Critical Thinking Disposition Inventory.
  • Applied structural equation modeling and path analysis to determine the direct effects among seven dimensions of critical thinking quality.
  • Ranked developmental levels across critical thinking dimensions from highest to lowest: maturity, open-mindedness, analyticity, truth-seeking, systematicity, inquisitiveness, and self-confidence.
  • Identified significant positive direct effects on critical thinking quality from self-confidence (strongest influence), truth-seeking, maturity, inquisitiveness, analyticity, and open-mindedness.
  • Observed a significant negative direct effect of systematicity on critical thinking quality development.

Cite This Study

Y. L. Chen (2026) studied this question.

synapsesocial.com/papers/6a817a91f2fb91fc834ae707https://doi.org/10.7716/aem.v15i3.3787
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