The mediating effect of geospatial thinking on the relationship between family capital and academic achievement in geography

作者：Jianzhen Zhang, Ting Su, Xiaoyu Liang, Yanhua Xu, Ziyang Wang, Yuyao Yu, Jiahao Ge · 发表于：Frontiers in Psychology · 年份：2023 · DOI：10.3389/fpsyg.2023.1067198 · 被引用次数：6 · 研究领域：Geography Education and Pedagogy、Spatial Cognition and Navigation、Problem Solving Skills Development

Purpose: Family environment has the major impact on children's academic development. The aim of this study was to research the relationship between family capital and academic achievement in geography. Further, geospatial thinking, as a form of spatial thinking focusing on the scale of the geographical environment, is closely related to family environment and academic achievement in geography. Thus, the study was more specifically to apply a mediation model to explore the potential mediating role of geospatial thinking. Methods: . SPSS (version 26.0) was used for descriptive statistical analysis and correlation analysis. The PROCESS plug-in (version 4.0) was used to test the mediating effect of geospatial thinking. Results: (1) The correlation analysis showed that family capital has a positive effect on academic achievement in geography and is related to geospatial thinking. Moreover, geospatial thinking exerts a positive effect on academic achievement in geography. (2) The results of mediation analysis indicated that geospatial thinking plays mediating and buffering roles in the relationship between family capital and academic achievement in geography after controlling for family residence and gender. The direct and indirect effects accounted for 75.32% and 24.68% of the total effect, respectively. Conclusion: The results indicated that family capital not only affected academic achievement in geography directly but also indirectly through geospatial thinking. This finding pr...