Linking critical thinking disposition, cognitive flexibility and achievement: Math anxiety’s mediating role

Pınar Güner and Semirhan Gökçe

The Journal of Educational Research, 2021, vol. 114, issue 5, 458-473

Abstract: The purpose of this study was to investigate the interplays among the critical thinking disposition, cognitive flexibility, math anxiety and math achievement with structural equation modeling and determine the degree of the mediating effect of math anxiety in primary, middle and high schools. Within the scope, we also focused on the predicting variables of math achievement and compared the general tendency of these variables by gender, school type and grade level. The participants of the study were 1628 students from grades 4, 8 and 12. While critical thinking disposition and cognitive flexibility had a significant and positive effect both among themselves and on math achievement, math anxiety had a significant and negative effect on all these variables in the models. Although math anxiety has a partial mediating effect on math achievement at middle school and high school levels, it shows no such effect in primary school.

Date: 2021
References: Add references at CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/00220671.2021.1975618 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:vjerxx:v:114:y:2021:i:5:p:458-473

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/vjer20

DOI: 10.1080/00220671.2021.1975618

Access Statistics for this article

The Journal of Educational Research is currently edited by Mary F. Heller

More articles in The Journal of Educational Research from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().