Serial mediation through work skills then educational motivation is significant but smaller (Ind3: Twork→WSk→EdMot→CThink, β=.004, 95% CI .0010-.0079)¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2 · i0 negligible
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i0 The three-step sequential indirect effect through work skills and educational motivation is statistically significant but small (β=.004, boot 95% CI .0010-.0079). → Clemente Rodríguez-Sabiote 2022 q2 i0 Indirect effects 1 and 2 are significantly larger than indirect effect 3 (C2: β=.0463, CI .0272-.0674; C3: β=.0484, CI .0286-.0705). → Clemente Rodríguez-Sabiote 2022 (2)

Evidence¶

Clemente Rodríguez-Sabiote 2022¶

Clemente Rodríguez-Sabiote, Eva María Olmedo-Moreno and Jorge Expósito-López. (2022). The effects of teamwork on critical thinking: A serial mediation analysis of the influence of work skills and educational motivation in secondary school students. Thinking Skills and Creativity. https://doi.org/10.1016/j.tsc.2022.101063

q2 · i0 · associational · r1

Third indirect effect from the same PROCESS model 6 bootstrap analysis (n=1159). The article reports "outcomes of β = .004, seboot= .0018 and 95% CI .0010-.0079", an interval excluding zero, so the sequential mediation is statistically significant though of small magnitude.

"outcomes of β = .004, seboot= .0018 and 95% CI .0010-.0079 were achieved"

Clemente Rodríguez-Sabiote 2022 (2)¶

Clemente Rodríguez-Sabiote, Eva María Olmedo-Moreno and Jorge Expósito-López. (2022). The effects of teamwork on critical thinking: A serial mediation analysis of the influence of work skills and educational motivation in secondary school students. Thinking Skills and Creativity. https://doi.org/10.1016/j.tsc.2022.101063

q2 · i0 · associational · r1

Post hoc contrasts between indirect effects in the same bootstrap analysis. The article concludes that "statistically significant differences exist between these aforementioned effects" and that indirect effects 1 and 2 are larger than indirect effect 3.

"statistically significant differences exist between these aforementioned effects. Thus, it can be concluded that sufficient empirical evidence exists to be able to consider indirect effects 1 and 2 larger than indirect effect 3"

Discussion¶

Related Claims¶

• No statistically significant difference between the work-skills route and the educational-motivation route (C1: β=-.0021, CI includes zero) — related
• Sequential mediation through both intellectual helplessness and working memory is not significant — related
• Teamwork predicts critical thinking directly and via work skills (Ind1: Twork→WSk→CThink, β=.053, 95% CI .0312-.0717) — related
• Teamwork predicts critical thinking via educational motivation (Ind2: Twork→EdMot→CThink, β=.052, 95% CI .0318-.0747) — related
• The number of substantive comments during discussion mediated the effect of preparatory condition on immediate learning, but not on long-term learning — related
• Teamwork, work skills and educational motivation each significantly predict critical thinking in the full regression (β=.44, .23, .03; R-sq=.3465) — related
• Greater teamwork is positively and significantly correlated with critical thinking in secondary school students (r=.532, p<.001) — related