Title: A Causal Model of Students’ Mathematical Performance Based on Teachers’ and Students’ Critical Thinking Skills, Mediated by Attitude Toward Mathematics

Background and Objective: Mathematics education has consistently been a major concern within Iran’s educational system, with low levels of student interest, motivation, and achievement remaining significant challenges. Numerous studies have indicated that the critical thinking skills of both teachers and students play an essential role in enhancing the learning process and improving mathematical performance. Furthermore, students’ attitudes toward mathematics act as a significant and mediating variable, explaining the interplay between critical thinking and mathematical achievement. The present study aimed to investigate a causal model of the effects of critical thinking (in both teachers and students) on mathematical performance, considering the mediating role of attitudes toward mathematics. Methods: This descriptive-correlational study was conducted using a structural equation modeling approach. The statistical population comprised secondary school mathematics teachers and students in Abadan during the 2023–2024 academic year. The sample was selected through a multi-stage cluster sampling method. Data collection involved standardized questionnaires assessing mathematical performance, critical thinking skills, and attitudes toward mathematics. The validity and reliability of these instruments were confirmed. Findings: The data analysis indicated that critical thinking skills among both teachers and students had a significant positive impact on students’ mathematical performance. This effect manifested both directly and indirectly, through fostering students’ positive attitudes toward mathematics. The proposed causal model also demonstrated a good fit with the observed data.
Conclusion: The findings highlight the importance of promoting critical thinking skills and improving students’ attitudes toward mathematics to enhance mathematical performance. Accordingly, it is recommended that educational programs and policy decisions prioritize the development of critical thinking and the cultivation of positive attitudes toward mathematics.