The relationship among emotional intelligence, learning motivation, and critical thinking in Chinese art and design undergraduates: A mixed-methods study

This study employed a mixed-methods research design to investigate the relationships between emotional intelligence, learning motivation, and critical thinking among art and design undergraduates in China. In the quantitative phase, survey data from 397 students were analyzed using structural equation modeling. Subsequently, semi-structured interviews were conducted with 15 participants to further elucidate the mechanisms identified in the quantitative results. The results showed that emotional intelligence not only directly promoted critical thinking but also exerted indirect effects through different types of learning motivation. Intrinsic motivation, achievement motivation, and extrinsic motivation were found to positively predict critical thinking, whereas failure-avoidance motivation showed a negative effect. Qualitative insights further clarified how the fulfillment of autonomy, competence, and relatedness helps students maintain cognitive engagement. Specifically, these psychological needs support students during frequent feedback, collaboration, and iterative revisions, thereby driving critical thinking. These results contribute novel empirical evidence to the understanding of critical thinking formation in art and design education and offer practical implications for curriculum development, feedback optimization, and the creation of supportive learning environments.