The mediating role of cognitive flexibility and critical thinking in the relationship between academic motivation and fear of negative evaluation

Abstract

Studies showed that fear of negative evaluation of students may affect their academic motivation. However, which variables mediate between academic motivation and fear of negative evaluation is unclear. This study aims to explore the mediating role of cognitive flexibility and critical thinking in the relationship between academic motivation and fear of negative evaluation in adolescents. A correlational design was used to examine this relationship. A total of 2085 adolescents ages 13–14 (65% female) participated in this study. The data were collected via self-report screening tools, including a personal information form, Academic Motivation Scale, Fear of Negative Evaluation Scale, Cognitive Flexibility Scale, and Critical Thinking Scale. The findings revealed a moderate negative correlation between academic motivation and fear of negative evaluation (r = −.49), and cognitive flexibility and critical thinking also partially mediate. This model explains approximately 41% of the total variance. Despite some limitations, our study provides partial evidence of the mediating effect of cognitive flexibility and critical thinking between academic motivation and fear of negative evaluation. More research is needed to develop the model.