Causal Model of Academic Vitality Based on Critical Thinking Mediated by Academic Self-Efficacy in Gifted Students

Document Type : Original Article

Authors

1 Ph.D Student , Department of Exceptional Children Psychology , Central Tehran Branch, Islamic Azad University, Tehran, Iran

2 Assistant Professor, Department of Educational Psychology , Central Tehran Branch, Islamic Azad University, Tehran, Iran (Corresponding Author)

3 Assistant Professor, Department of Exceptional Children Psychology , Central Tehran Branch, Islamic Azad University, Tehran, Iran

4 Associate Professor, Department of Clinical Psychology , Central Tehran Branch, Islamic Azad University, Tehran, Iran

Abstract
Objective:The present study aimed to model the academic vitality of critical thinking mediated by academic self-efficacy of gifted students of gifted schools.
Methods:The study employed a correlational-descriptive method using structural equation modeling (SEM). The research statistical population consisted of the gifted students of the lower secondary school (7th and 8th grade) in Isfahan gifted schools in the second semester of the academic year 2022 - 2023. The sample was selected via a convenient sampling method. Finally, 340 students were selected as participants to answer Hossein-Chari and Dehghanizadeh’s Academic Vitality Questionnaire (2013), Rickett's Critical Thinking Disposition Scale (2003), and The Morgan-Jinks Student Efficacy Scale (1999). Data were analyzed using SEM.
Results: As the results showed, the proposed model had a good fit to the data. The results demonstrated that critical thinking has a significant and positive effect on academic vitality both directly and indirectly through academic self-efficacy.
Conclusion: As a result, to increase the gifted students’ academic vitality, while paying attention to increasing critical thinking skills, focus on increasing their academic self-efficacy.

Keywords

Subjects


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