Path analysis of influencing factors on scientific higher-order thinking of junior high school students: based on SEM and fsQCA

Background Scientific higher-order thinking (S-HOT) is widely recognized as a core competency for talent development worldwide. Although multiple factors have been identified as influencing students’ S-HOT, the mechanisms and pathways through which these factors interact remain insufficiently understood.Purpose This study aims to examine the pathways through which scientific critical and judgmental ability, learning engagement, teacher–student relationship, teaching method, parental involvement, and family atmosphere influence students’ S-HOT.Sample The study sample consisted of 124 junior high school students.Design and Methods A mixed-methods approach was adopted, integrating structural equation modeling (SEM) to examine the relationships among variables and fuzzy set qualitative comparative analysis (fsQCA) to identify multiple configurations that promote students’ S-HOT.Results The SEM results indicate that scientific critical and judgmental ability has a significant positive effect on students’ S-HOT. Teacher–student relationships indirectly enhance S-HOT through learning engagement or through the combined effect of learning engagement and scientific critical and judgmental ability. However, excessive learning engagement shows a negative effect on S-HOT. The fsQCA results reveal six distinct pathways that contribute to the development of students’ S-HOT, highlighting that different combinations of influencing factors can facilitate this competency.Conclusion The findings suggest that promoting students’ S-HOT requires a comprehensive approach that considers both individual abilities and contextual factors. The study provides practical implications and targeted recommendations for enhancing students’ scientific higher-order thinking development.