Teamwork predicts critical thinking directly and via work skills (Ind1: Twork→WSk→CThink, β=.053, 95% CI .0312-.0717)¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2 · i0 negligible
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i0 The indirect effect of teamwork on critical thinking through work skills is statistically significant (standardised β=.053, boot 95% CI .0312-.0717, excluding zero). → Clemente Rodríguez-Sabiote 2022 q2 i? Teamwork also retains a statistically significant direct effect on critical thinking (β (c´)=.44, p<.001). → 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 · r2

PROCESS model 6 mediation analysis with 10000 bootstrap samples on the 1159-student sample. The first indirect effect through work skills yielded "a standardised coefficient of β = .053" with a 95% CI of .0312-.0717 that does not cover zero, so it is statistically significant.

"With regards to the first indirect effect ([a1b1] (ind1): X→M1→Y), a standardised coefficient of β = .053 was obtained associated with a standard error of seboot= .0104"

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 · i? · associational · r2

Total and direct effect regressions from the same PROCESS model 6 analysis. The article reports that "both the total effect (β (c)=.55 (p<.001)) and direct effect (β (c´)=.44 (p<.001)) were also statistically significant", indicating partial mediation through work skills.

"both the total effect (β (c)=.55 (p<.001)) and direct effect (β (c´)=.44 (p<.001)) were also statistically significant"

Discussion¶

Related Claims¶

• No statistically significant difference between the work-skills route and the educational-motivation route (C1: β=-.0021, CI includes zero) — related
• Serial mediation through work skills then educational motivation is significant but smaller (Ind3: Twork→WSk→EdMot→CThink, β=.004, 95% CI .0010-.0079) — related
• Greater teamwork is positively and significantly correlated with critical thinking in secondary school students (r=.532, p<.001) — related
• Teamwork, work skills and educational motivation each significantly predict critical thinking in the full regression (β=.44, .23, .03; R-sq=.3465) — 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
• Homework management skills partially mediate the relationship between teacher homework involvement and homework behavior — related