ArticleFrontiers in psychology2026
From conceptual understanding to interdisciplinary innovation: the mediating mechanism of IESR among high school students.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Not yet cited in PubMed.
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Abstract
Cultivating adolescents' interdisciplinary innovation capability has become a central concern in secondary education, yet the psychological mechanism through which abstract conceptual resources are transformed into authentic innovative practice remains insufficiently understood. Drawing on theories of self-regulated learning, knowledge construction, and learning transfer, this study examined the relationships among high school students' abstract thinking and conceptual understanding (ATCU), inquiry execution and strategic regulation (IESR), and interdisciplinary integration and practical innovation (IIPI), with particular attention to the mediating role of IESR. A total of 2,466 students in grades 10 to 12 from G Province, China, completed a 27-item self-report instrument adapted from the Watson-Glaser Critical Thinking Appraisal, the Torrance Tests of Creative Thinking, and the PISA 2015 Science Literacy Assessment Framework. The instrument demonstrated strong reliability (Cronbach's alpha = 0.977) and good construct validity. Structural equation modeling and bootstrap mediation analyses based on 5,000 resamples yielded four main findings: (1) ATCU significantly predicted IIPI (β = 0.220,
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