Structural equations the effect of logical-critical thinking style with academic achievement with the mediating role of action control in high school students

So far, several multivariate psychological and social models have been studied to predict students' academic achievement on the eve of the entrance exam; The aim of this study was to investigate the effect of logical-critical thinking style with academic achievement with the mediating role of action control in high school students.

This was a descriptive correlational study. The statistical population included all high school students in Isfahan in 1399. Initially, a sample of 400 people was selected by multi-stage cluster sampling; But the final analysis was performed on 356 high school students. Research instruments included Epstein and Pasini (1999) Logical-Experimental Thinking Style Questionnaire, Pham & Taylor (1994) Academic Achievement Questionnaire, and Difendroff et al.'s (2000) Action Control Questionnaire. Data were analyzed using SPSS and LISREL software using structural equation modeling.

The research findings showed that the model related to the relationship between logical-critical thinking style and academic achievement has a good fit due to the mediating role of action control. The findings also showed that 34% of the observed variance of academic achievement can be explained by combining the variables of logical-critical thinking style and action control.

The findings of this study indicate the mediating role of action control in the relationship between logical-critical thinking style and academic achievement; Therefore, it is necessary to consider the role of these variables by specialists, academic advisors and planners when working with high school students, and especially in the centers and educational institutions and high schools.