Examining the Causal Relationship between Critical Thinking Attitude and Effort in Science Learning

—An Analysis Using the Cross-Lagged Effects Model

Abstract

Many prior studies in the field of science education addressing Critical Thinking (CT) have implemented classroom practices that demand the activation of CT to foster a Critical Thinking Attitude (CTA). However, considering the definition of CTA as an inclination or attitude towards activating CT, questions arise about whether learners who exert more effort in such classes might already have a high CTA. In this study, the causal relationship between CTA and effort towards science learning scenarios was examined using the Cross-Lagged Effects Model (CLEM). Analysis revealed positive cross-lagged effects from CTA to each learning scenario, and vice versa. These results causally indicate that learners with a higher initial CTA tend to exert more effort in each learning scenario. Additionally, these findings this supports the notion that pedagogical interventions by teachers can influence a student’s CTA, while further expanding insights into individual differences among students.