The effect of images and attitudes towards curiosity on depression, anxiety, and fear of consequences of academic success in elementary students: the mediating role of critical thinking

IF 2.7 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

European Journal of Psychology of Education Pub Date : 2024-07-03 DOI:10.1007/s10212-024-00854-1

Esmat Taheri, Hossein Shareh, Fazlollah Hasanvand

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引用次数: 0

Abstract

Students’ mental health quality in schools significantly influences the development and increase of students’ research and questioning abilities. Few studies have sought to investigate the role of images and attitudes towards curiosity (CIAC) on elementary student depression and anxiety, and fear of consequences of academic success (FCAS). This study examined the effects of images and attitudes towards curiosity on depression and anxiety, and fear of consequences of academic success in elementary students by mediating the roles of critical thinking (CT). Results from a sample of 450 elementary students in Iran showed that the direct path coefficients of images of and attitudes towards curiosity to fear of consequences of academic success and depression and anxiety were not significant. However, with the inclusion of critical thinking as a mediating variable, the indirect effect coefficient was significant. Additionally, there were positive relationships between images and attitudes towards curiosity and critical thinking.

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好奇心的形象和态度对小学生抑郁、焦虑和对学业成功后果的恐惧的影响：批判性思维的中介作用

学校中学生的心理健康素质在很大程度上影响着学生研究和提问能力的发展和提高。很少有研究试图探讨好奇心的形象和态度（CIAC）对小学生抑郁和焦虑以及对学业成功后果的恐惧（FCAS）的作用。本研究通过批判性思维（CT）的中介作用，探讨了好奇心的形象和态度对小学生抑郁和焦虑以及对学业成功后果的恐惧的影响。对伊朗 450 名小学生的抽样调查结果表明，好奇心的形象和态度对学业成功后果的恐惧以及抑郁和焦虑的直接路径系数并不显著。但是，在加入批判性思维作为中介变量后，间接效应系数显著。此外，好奇心形象和态度与批判性思维之间存在正相关关系。

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来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.