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ORIGINAL RESEARCH

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

, , & ORCID Icon
Pages 2989-3002 | Received 18 Aug 2022, Accepted 01 Oct 2022, Published online: 13 Oct 2022

Figures & data

Figure 1 LGM with unconditional variables of study engagement or critical thinking.

Abbreviations: LGM, latent growth model; I, intercept; S, slope; T1, T2, T3, Time 1, Time 2, Time 3.
Figure 1 LGM with unconditional variables of study engagement or critical thinking.

Figure 2 LGM of study engagement and critical thinking.

Note: *** p<0.001.
Abbreviations: LGM, latent growth model; I SE, intercept of study engagement; S SE, slope of study engagement; I CT, intercept of critical thinking; S CT, slope of critical thinking; T1, T2, T3, Time 1, Time 2, Time 3.
Figure 2 LGM of study engagement and critical thinking.

Figure 3 LGM of critical thinking and study engagement.

Note: *** p<0.001.
Abbreviations: LGM, latent growth model; I CT, intercept of critical thinking; S CT, slope of critical thinking; I SE, intercept of study engagement; S SE, slope of study engagement; T1, T2, T3, Time 1, Time 2, Time 3.
Figure 3 LGM of critical thinking and study engagement.

Figure 4 Nested models of the relationship between study engagement and critical thinking.

Abbreviations: SE, study engagement; CT, critical thinking; T1, T2, T3, Time 1, Time 2, Time 3.
Figure 4 Nested models of the relationship between study engagement and critical thinking.

Table 1 Means, Standard Deviations, and Correlations Among Main Measures

Table 2 Coefficient and Fit Indices of Unconditional Latent Growth Model of SE and CT

Table 3 The Goodness-of-Fit Statistics for the Nested Models