The Relationship Between Study Engagement and Critical Thinking Among Higher Vocational College Students in China: A Longitudinal Study.

Content Provider	Europe PMC
Author	Lv, Shuai Chen, Chunmei Zheng, Wei Zhu, Yujie
Copyright Year	2022
Abstract	PurposeNumerous cross-sectional studies have explored the correlation between study engagement and critical thinking, but the relationship between the development of these two key variables over time is unclear and the causal relationship between them remains controversial. In this study, we examined the developmental trajectories of and the interplay between study engagement and critical thinking.MethodsWe used a questionnaire method to follow 654 first-year students in Chinese higher vocational college over a period of one year and three times, of which 231 (35.321%) were male and 423 (64.679%) were female, with an average age of 18.11 years. Descriptive statistics were used to present general characteristics of the study participants, and latent growth model was used to explore the developmental trajectories of study engagement and critical thinking, and to explore the interplay between study engagement and critical thinking from a developmental perspective. Based on this, a cross-lagged model was used to verify the causal relationship between study engagement and critical thinking.ResultsDuring the first year of higher vocational college in China, students’ levels of study engagement and critical thinking declined continuously. The initial level and development of study engagement can positively influence the initial level and development of critical thinking, respectively, while the initial level and development of critical thinking can in turn positively influence the initial level and development of study engagement, respectively. Study engagement and critical thinking can predict each other.ConclusionThe above results help researchers and educators to develop study engagement and critical thinking in higher vocational college students from a developmental perspective. The development of either aspect of study engagement and critical thinking can contribute to the joint improvement of both.
Page Count	14
Journal	Psychology Research and Behavior Management
Volume Number	15
PubMed Central reference number	PMC9575590
PubMed reference number	36263007
e-ISSN	11791578
DOI	10.2147/PRBM.S386780
Language	English
Publisher	Dove
Publisher Date	2022-10-13
Access Restriction	Open
Rights License	This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution – Non Commercial (unported, v3.0) License (http://creativecommons.org/licenses/by-nc/3.0/). By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms (https://www.dovepress.com/terms.php). © 2022 Lv et al.
Subject Keyword	study engagement critical thinking higher vocational college students latent growth model cross-lagged model longitudinal study
Content Type	Text
Resource Type	Article
Subject	Psychiatry and Mental Health Psychology