The mediating role of cognitive flexibility and critical thinking in the relationship between academic motivation and fear of negative evaluation

Toprak E., Metin A., Ünalan D.

PSYCHOLOGY IN THE SCHOOLS, cilt.61, sa.2, ss.727-738, 2024 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 61 Sayı: 2
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1002/pits.23080
  • Dergi Adı: PSYCHOLOGY IN THE SCHOOLS
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, IBZ Online, PASCAL, Applied Science & Technology Source, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, Psycinfo
  • Sayfa Sayıları: ss.727-738
  • Erciyes Üniversitesi Adresli: Evet

Özet

Studies showed that fear of negative evaluation of students may affect their academic motivation. However, which variables mediate between academic motivation and fear of negative evaluation is unclear. This study aims to explore the mediating role of cognitive flexibility and critical thinking in the relationship between academic motivation and fear of negative evaluation in adolescents. A correlational design was used to examine this relationship. A total of 2085 adolescents ages 13-14 (65% female) participated in this study. The data were collected via self-report screening tools, including a personal information form, Academic Motivation Scale, Fear of Negative Evaluation Scale, Cognitive Flexibility Scale, and Critical Thinking Scale. The findings revealed a moderate negative correlation between academic motivation and fear of negative evaluation (r = -.49), and cognitive flexibility and critical thinking also partially mediate. This model explains approximately 41% of the total variance. Despite some limitations, our study provides partial evidence of the mediating effect of cognitive flexibility and critical thinking between academic motivation and fear of negative evaluation. More research is needed to develop the model.