Critical thinking and self-regulated learning in Indonesia primary schools: Grade, gender, mediation

This study examined critical thinking skills (CTS) and self-regulated learning (SRL) among Indonesian elementary school students across grade levels and gender. It explored their structural relationships within a cross-sectional design. Participants were 107 fourth- to sixth-grade students from three public schools in Sulawesi. Data were analyzed using descriptive statistics, non-parametric group comparisons, correlation analysis, and a path model. Results showed no significant differences in CTS and SRL based on grade level (CTS p = .903; SRL p = .866) or gender (CTS p = .691; SRL p = .663), and no significant association between CTS and SRL (r = −0.053; p = 0.586). The mediation analysis further indicated that SRL did not mediate the relationship between grade level and CTS. These findings suggest that CTS and SRL do not develop linearly with grade advancement and may depend more on instructional and contextual factors than on age progression alone.