Role of creative self-efficacy and perceived creativity as predictors of mathematical creative thinking: Mediating role of computational thinking

IF 3.7 2区 教育学 Q1 Social Sciences
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Abstract

In the field of education, research has consistently emphasized mathematical creative thinking as a crucial component of 21st-century skills. Thus, this cross-sectional study examines the predictors of such thinking by specifically focusing on the roles of perceived creativity, creative self-efficacy, and computational thinking. The participants consisted of 896 secondary school students (52.9 % female; 47.1 % male) in Indonesia who were asked to complete a series of online questionnaires and tests. For analysis, structural equation modeling was employed, demonstrating satisfactory construct validity and instrument reliability. Based on the results, there was a positive association between computational thinking and mathematical creative thinking. In addition, perceived creativity had a positive impact on mathematical creative thinking, whereas creative self-efficacy showed a negative association. As for the empirical model, it revealed that computational thinking plays a mediating role, connecting perceived creativity and creative self-efficacy to mathematical creative thinking. The findings suggest that incorporating these skills and related variables into the mathematics curriculums in schools is essential for preparing students for success in the 21st century.

创造性自我效能感和感知创造性对数学创造性思维的预测作用:计算思维的中介作用
在教育领域,研究一直强调数学创造性思维是 21 世纪技能的重要组成部分。因此,本横断面研究通过特别关注感知创造力、创造性自我效能感和计算思维的作用,对这种思维的预测因素进行了研究。研究对象包括 896 名印度尼西亚中学生(52.9% 为女性;47.1% 为男性),他们被要求完成一系列在线问卷和测试。研究采用了结构方程模型进行分析,结果显示了令人满意的建构效度和工具信度。结果表明,计算思维与数学创造性思维之间存在正相关。此外,感知创造力对数学创造性思维有积极影响,而创造性自我效能感则呈负相关。实证模型显示,计算思维在感知创造力和创造性自我效能感与数学创造性思维之间起着中介作用。研究结果表明,将这些技能和相关变量纳入学校的数学课程,对于培养学生在 21 世纪取得成功至关重要。
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来源期刊
Thinking Skills and Creativity
Thinking Skills and Creativity EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
16.20%
发文量
172
审稿时长
76 days
期刊介绍: Thinking Skills and Creativity is a new journal providing a peer-reviewed forum for communication and debate for the community of researchers interested in teaching for thinking and creativity. Papers may represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based.
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