The moderating effect of creative metacognition on adolescents’ risk-taking in creative performance

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Asia Pacific Education Review Pub Date : 2024-02-22 DOI:10.1007/s12564-024-09927-8

Jungmin Woo, Seon-Young Lee

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Abstract

Research has demonstrated the crucial role of creative metacognition and risk-taking in creativity. However, little empirical research has examined how creative metacognition and risk-taking work on creative performance in educational practice. This paper explored the moderating effects of creative metacognition on the relationships between different types of risk-taking (i.e., propensity for taking a risk, willingness to take a risk) and creative performance (i.e., general creativity, originality, usefulness) in a middle school context. The sample consisted of 350 7th- and 8th-grade students from three middle schools. They completed a survey and a creative performance task. Hierarchical regression analysis revealed that creative metacognition moderated the relationships between willingness to take a risk and both originality and usefulness. The results indicated that creative metacognition reinforces the positive effect of risk-taking on originality and mitigates the negative effect of risk-taking on usefulness. Our findings suggest a potential role for creative metacognition in enhancing curriculum-based creative performance in middle schools. In the end, practical implications, limitations, and future directions are discussed.

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创造性元认知对青少年创造性表现中冒险行为的调节作用

研究表明，创造性元认知和冒险精神在创造力中起着至关重要的作用。然而，很少有实证研究探讨在教育实践中，创造性元认知和冒险是如何影响创造性表现的。本文探讨了在中学背景下，创造性元认知对不同类型的冒险（即冒险倾向、冒险意愿）与创造性表现（即一般创造性、原创性、有用性）之间关系的调节作用。样本包括来自三所中学的 350 名七、八年级学生。他们完成了一项调查和一项创造性表现任务。层次回归分析表明，创造性元认知调节了冒险意愿与原创性和实用性之间的关系。结果表明，创造性元认知加强了冒险对原创性的积极影响，减轻了冒险对有用性的消极影响。我们的研究结果表明，创造性元认知在提高中学基于课程的创造性表现方面具有潜在的作用。最后，还讨论了实际意义、局限性和未来方向。

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来源期刊

Asia Pacific Education Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.20

自引率

4.30%

发文量

期刊介绍： The Asia Pacific Education Review (APER) aims to stimulate research, encourage academic exchange, and enhance the professional development of scholars and other researchers who are interested in educational and cultural issues in the Asia Pacific region. APER covers all areas of educational research, with a focus on cross-cultural, comparative and other studies with a broad Asia-Pacific context. APER is a peer reviewed journal produced by the Education Research Institute at Seoul National University. It was founded by the Institute of Asia Pacific Education Development, Seoul National University in 2000, which is owned and operated by Education Research Institute at Seoul National University since 2003. APER requires all submitted manuscripts to follow the seventh edition of the Publication Manual of the American Psychological Association (APA; http://www.apastyle.org/index.aspx).