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
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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.
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.
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