【摘要】 目的 基于认知情绪理论、自我效能感理论和学业情绪的控制-价值理论，探讨高中生批判性思维的发展现状与特点，以及学业情绪和学业自我效能感在批判性思维影响学业成就中的链式中介作用。方法 采用加利福尼亚批判性思维倾向问卷、学业情绪量表和学业自我效能感量表对江苏省某中学的1169名高中生进行施测。结果 (1)高中生批判性思维整体处于较高水平，相比于高一学生，高二和高三学生的批判性思维有明显的下降，且女生高于男生。(2)高中生的学业情绪和学业自我效能感在批判性思维影响学业成就中起到双向链式中介作用。结论 高中生的批判性思维与学业成就具有密切联系，学业情绪和学业自我效能感在该联系中起重要作用。更多还原

【Abstract】 Objective Based on cognitive emotion theory, self-efficacy theory, and academic emotion control-value theory, this study explores the development and characteristics of critical thinking in high school students, and the role of academic emotion and academic self-efficacy in the influence of critical thinking on academic achievement Chain mediating.Methods The California Critical Thinking Tendency Questionnaire, Academic Emotion Scale and Academic Self-Efficacy Scale were used to test 1169 high school students in a middle school in Jiangsu Province.Results(1) the critical thinking of high school students is at a relatively high level overall.The critical thinking level of high school students in the second and third grades is significantly lower than that of first grade students, and girls’ levels are higher than boys’.(2) High school students’ academic emotions and academic self-efficacy play a two-way chain intermediary role in the influence of critical thinking on academic achievement.Conclusion The critical thinking of high school students is closely related to their academic achievement, and academic emotion and academic self-efficacy play an important role in this connection.更多还原