{"title":"A multiple mediation model of thinking style, student assessors’ online assessment performance, and critical thinking in online assessment environment","authors":"Chi-Cheng Chang, Kuang-Hsiung Huang","doi":"10.1007/s10639-024-13044-9","DOIUrl":null,"url":null,"abstract":"<p>This study adopted a framework based on social cognitive theory to explore the influence of thinking styles on critical thinking and multiple mediation effects of student assessors’ assessment performance (scoring and review comments) between them. Samples were 97 graduate students enrolled in the “Seminar” course at a university. Students used an online assessment system and the evaluation form to conduct peer assessments for peers’ reports. Findings revealed: (1) thinking styles primarily had an indirect effect on critical thinking solely through comment performance (complete mediation effect), and it indirectly influenced critical thinking serially through scoring performance and comment performance (completely serial mediation effect), but it cannot solely influence critical thinking through scoring performance. (2) thinking styles directly influenced both scoring and comment performance, and also indirectly affected comment performance through scoring performance (partial mediation effect). (3) scoring performance indirectly influenced critical thinking through comment performance (complete mediation effect), while comment performance directly influenced critical thinking. (4) scoring performance directly influenced comment performance. The main contribution of this study lies in proposing and validating a multiple mediation model of “Thinking Style-Online Assessment Performance-Critical Thinking”, indicating that student assessors’ online assessment performance (scoring and comment performance) has multiple mediation effects between thinking styles and critical thinking. This result holds significant academic and practical implications.</p>","PeriodicalId":51494,"journal":{"name":"Education and Information Technologies","volume":"5 1","pages":""},"PeriodicalIF":4.8000,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education and Information Technologies","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10639-024-13044-9","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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Abstract
This study adopted a framework based on social cognitive theory to explore the influence of thinking styles on critical thinking and multiple mediation effects of student assessors’ assessment performance (scoring and review comments) between them. Samples were 97 graduate students enrolled in the “Seminar” course at a university. Students used an online assessment system and the evaluation form to conduct peer assessments for peers’ reports. Findings revealed: (1) thinking styles primarily had an indirect effect on critical thinking solely through comment performance (complete mediation effect), and it indirectly influenced critical thinking serially through scoring performance and comment performance (completely serial mediation effect), but it cannot solely influence critical thinking through scoring performance. (2) thinking styles directly influenced both scoring and comment performance, and also indirectly affected comment performance through scoring performance (partial mediation effect). (3) scoring performance indirectly influenced critical thinking through comment performance (complete mediation effect), while comment performance directly influenced critical thinking. (4) scoring performance directly influenced comment performance. The main contribution of this study lies in proposing and validating a multiple mediation model of “Thinking Style-Online Assessment Performance-Critical Thinking”, indicating that student assessors’ online assessment performance (scoring and comment performance) has multiple mediation effects between thinking styles and critical thinking. This result holds significant academic and practical implications.
期刊介绍：
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
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