Journal of Creative Behavior最新文献

How Does Pre-Service Teachers' Empathy Influence Their Collaborative Design? An Epistemic Network Analysis 职前教师共情对协同设计的影响？认知网络分析

IF 2.8 2区心理学

Journal of Creative Behavior Pub Date : 2025-05-30 DOI: 10.1002/jocb.70040

Kailiang Chen, Juanjuan Chen, Yuwei Sun, Guorui Yan

{"title":"How Does Pre-Service Teachers' Empathy Influence Their Collaborative Design? An Epistemic Network Analysis","authors":"Kailiang Chen, Juanjuan Chen, Yuwei Sun, Guorui Yan","doi":"10.1002/jocb.70040","DOIUrl":"https://doi.org/10.1002/jocb.70040","url":null,"abstract":"<div>\u0000 \u0000 <p>Understanding and supporting pre-service teachers' creativity in collaborative instructional design has gained increasing attention. To design novel and effective learning experiences or activities for students, they need to build empathy with students, that is, understanding students' learning needs. This study aimed to (1) explore the patterns of design cognition in empathy-scaffolded pre-service teachers' collaborative instructional design, and (2) investigate the differences in patterns of design cognition caused by two empathy interventions. Two classes, comprising 64 pre-service teachers, were randomly assigned to either the experimental condition (that used structured empathy strategy) or the control condition (that used unstructured empathy strategy). The pre-service teachers worked in groups of 3–4 members to perform design tasks. Their group discourses were audio-recorded and coded; an epistemic network analysis (ENA) was used to analyze the coded data to reveal the design cognitive processes and patterns. The ENA results revealed that empathy was cyclical and intertwined with defining problem and ideation (including generating ideas, building on ideas, elaborating and selecting ideas). Group discussions concentrated more on ideation than empathy. The comparison between the two interventions showed significant difference in design cognition. The experimental groups' discourses exhibited stronger co-occurrences between empathy and ideation, between defining the problem and generating new ideas, and between building on ideas and elaborating ideas. In contrast, the control groups' discourses were less focused on empathy, they concentrated more on the ideation processes. Regarding product creativity, there was no differences in terms of usefulness and novelty across the two conditions. This study can deepen understanding of the complexity and dynamic nature of pre-service teachers' collaborative instructional design.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144171567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

More Creative Activities, Lower Creative Ability: Exploring an Unexpected PISA Finding 创造性活动越多，创造性能力越低：探索一个意想不到的PISA发现

IF 2.8 2区心理学

Journal of Creative Behavior Pub Date : 2025-05-30 DOI: 10.1002/jocb.70035

Sofiia Kagan, Denis Dumas

{"title":"More Creative Activities, Lower Creative Ability: Exploring an Unexpected PISA Finding","authors":"Sofiia Kagan, Denis Dumas","doi":"10.1002/jocb.70035","DOIUrl":"https://doi.org/10.1002/jocb.70035","url":null,"abstract":"<p>Creative activities are typically thought to be positively associated with creative ability, whether because more creative individuals select into creative activities, or because those activities support the development of creativity, or both. However, the PISA 2022 creative thinking report revealed an unexpected finding: Creative ability was negatively associated with creative activities. Here, we theoretically address why this surprising finding may have occurred from both a measurement and a psychological perspective. On the measurement side of the issue, both the creative thinking assessment and the activities questionnaire appeared to have potential issues with content and construct validity. For instance, the response coding on the creative thinking assessment appeared to emphasize the utility of ideas over originality, and the general creative ability score may not have effectively captured the domain-specific thinking processes learned during creative activities. In addition, the response options on the activities questionnaire seemed to lack sufficient granularity, making it difficult to infer the quality and quantity of the activities. Additionally, it could be posited that the creative activities were insufficiently scaffolded for learning, not motivating for highly creative teenagers, or that the skills and benefits acquired through these activities failed to transfer effectively to the creative thinking outcome measure.</p>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jocb.70035","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144171565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Envisioning the Future of Creative Thinking Assessment 展望创造性思维评估的未来

IF 2.8 2区心理学

Journal of Creative Behavior Pub Date : 2025-05-27 DOI: 10.1002/jocb.70036

Mathias Benedek, Roger E. Beaty

{"title":"Envisioning the Future of Creative Thinking Assessment","authors":"Mathias Benedek, Roger E. Beaty","doi":"10.1002/jocb.70036","DOIUrl":"https://doi.org/10.1002/jocb.70036","url":null,"abstract":"<p>The PISA assessment 2022 of creative thinking was a moonshot effort that introduced significant advancements over existing creativity tests, including a broad range of domains (written, visual, social, and scientific), implementation in many languages, and sophisticated scoring methods. PISA 2022 demonstrated the general feasibility of assessing creative thinking ability comprehensively at an international scale. However, the complexity of its assessment approach—such as time-consuming scoring requiring human raters—implies the risk that it may not be easily applied by the scientific community and practitioners. In this commentary, we outline important next steps building on the PISA assessment to further enhance future assessments of creative thinking. Crucial future directions include 1) determining what tasks and scorings ensure high psychometric quality including content validity, 2) enabling efficient, objective scoring by applying AI methods such as Large Language Models (LLMs), 3) ensuring high language accessibility via multilingual tests, 4) targeting a broader age group, and 5) facilitating standardized, reproducible assessments via an open online testing platform. In sum, these developments would lead to an efficient, validated multilingual test of creative thinking, which enhances the accessibility of effective creative thinking assessments and thereby supports the democratization and reproducibility of creativity research.</p>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jocb.70036","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144148579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

One Score, Two Components: Disentangling Appropriateness and Originality in PISA Creative Thinking Judgments Using Generalized Item Response Tree Models 一分两项：用广义项目反应树模型解析PISA创造性思维判断中的适当性和原创性

IF 2.8 2区心理学

Journal of Creative Behavior Pub Date : 2025-05-25 DOI: 10.1002/jocb.70033

Nils Myszkowski, Martin Storme

引用次数: 0

Best Practices for Leveraging PISA CT Data to Understand Gender Differences in Creative Thinking 利用PISA CT数据了解创造性思维中的性别差异的最佳实践

IF 2.8 2区心理学

Journal of Creative Behavior Pub Date : 2025-05-25 DOI: 10.1002/jocb.70034

Christa L. Taylor

{"title":"Best Practices for Leveraging PISA CT Data to Understand Gender Differences in Creative Thinking","authors":"Christa L. Taylor","doi":"10.1002/jocb.70034","DOIUrl":"https://doi.org/10.1002/jocb.70034","url":null,"abstract":"<div>\u0000 \u0000 <p>Access to data from the 2022 PISA creative thinking assessment (PISA CT) provides a unique opportunity to advance our understanding of gender differences in creativity. However, in addition to the general theoretical and methodological considerations discussed elsewhere in this special issue, there are several matters specific to gender differences in creativity that should be considered when interpreting the results of the PISA CT. First, the overall creative thinking index on the PISA CT may not provide much value to understanding gender differences in creativity, as differences may be domain and task specific. Second, gender differences in careless responding may bias results for gender differences in PISA CT scores, as effort is associated with enhanced creative performance. Third, the restricted age range of PISA participants may limit the generalizability of results, as the developmental dynamics of gender differences in creativity suggest that the size and direction of gender differences in creative performance may change during this stage of adolescence. Each of these issues, as well as potential solutions and directions for future research using PISA CT scores to examine gender differences in creativity, are discussed.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144135785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

IF 2.8 2区心理学

Journal of Creative Behavior Pub Date : 2025-05-15 DOI: 10.1002/jocb.70027

Alexis L. d'Amato, Emma Theobald, Madison N. Scott, Joel S. Elson, Samuel T. Hunter

{"title":"Examining Similarity-Attraction Principle and Intergroup Conflict on Malevolent Creativity Ideation","authors":"Alexis L. d'Amato, Emma Theobald, Madison N. Scott, Joel S. Elson, Samuel T. Hunter","doi":"10.1002/jocb.70027","DOIUrl":"https://doi.org/10.1002/jocb.70027","url":null,"abstract":"<p>Through the lens of the similarity-attraction principle, we conducted a pair of studies to examine how perceived physical similarity influences the role similarity and ingroup affinity drives malevolent creativity ideation. Study 1 (<i>N</i> = 305) participants were assigned to teams using the minimal group paradigm and then were given a social threat scenario by an avatar teammate of varying physical demographics (e.g., gender, race, age). Findings suggest that ingroup affinity and perceptions of physical dissimilarity motivate harmful ideas for retaliation against the threat. Study 2 (<i>N</i> = 73) used an existing conflict between rival university teams and presented participants with a social threat scenario. Participants interacted with a virtual avatar with varying degrees of similarity to themselves. Results indicate that ingroup favoritism motivated both original and harmful ideas, whereas dissimilarity with a teammate was a stronger predictor of harmful ideas than similarity. These findings are further discussed through the lens of balance theory and attitudinal similarity.</p>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jocb.70027","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144074478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Along the Convergent–Divergent Continuum: The Role of Task Structure in the PISA Creative Thinking Assessment 沿着趋同-发散连续体：任务结构在PISA创造性思维评估中的作用

IF 2.8 2区心理学

Journal of Creative Behavior Pub Date : 2025-05-05 DOI: 10.1002/jocb.70029

Selcuk Acar, Yuyang Shen

{"title":"Along the Convergent–Divergent Continuum: The Role of Task Structure in the PISA Creative Thinking Assessment","authors":"Selcuk Acar, Yuyang Shen","doi":"10.1002/jocb.70029","DOIUrl":"https://doi.org/10.1002/jocb.70029","url":null,"abstract":"<div>\u0000 \u0000 <p>Creativity tests, like creativity itself, vary widely in their structure and use. These differences include instructions, test duration, environments, prompt and response modalities, and the structure of test items. A key factor is task structure, referring to the specificity of the number of responses requested for a given prompt. Classic creativity assessments often use divergent thinking tasks, which allow for multiple responses. In contrast, other measures, such as insight tasks or the Remote Associates Test, require a single correct answer. This distinction suggests that a creativity test's correlates could depend on its placement along the convergent–divergent continuum. The PISA Creative Thinking assessment leans toward the divergent end, as none of its items require a single correct answer. However, it differs from traditional divergent thinking tests by not explicitly instructing participants to generate as many responses as possible. Instead, PISA items allow varying numbers of responses—some requiring one, others two or three. This variation reflects different levels of divergence, with one-response items being more convergent than three-response items. We argue that this difference in task structure should be considered when examining the relationship between PISA creativity scores and factors like academic achievement and socioeconomic status.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143905050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Content Validity of Creativity Self-Report Questionnaires From PISA 2022 PISA 2022创意自我报告问卷的内容效度

IF 2.8 2区心理学

Journal of Creative Behavior Pub Date : 2025-05-05 DOI: 10.1002/jocb.70026

B. Goecke, S. Weiss, B. Barbot

{"title":"Content Validity of Creativity Self-Report Questionnaires From PISA 2022","authors":"B. Goecke, S. Weiss, B. Barbot","doi":"10.1002/jocb.70026","DOIUrl":"https://doi.org/10.1002/jocb.70026","url":null,"abstract":"<p>The present paper questions the content validity of the eight creativity-related self-report scales available in PISA 2022's context questionnaire and provides a set of considerations for researchers interested in using these indexes. Specifically, we point out some threats to the content validity of these scales (e.g., <i>creative thinking self-efficacy</i>, <i>creativity, and openness to intellect</i>) including ambiguity in construct and content definition, construct underrepresentation, or item overlaps between constructs. We then discuss content validity from a theoretical angle, outlining how important is the clarity of content domain definition and corresponding test content, to avoid possible jingle-jangle fallacies in the item sets (e.g., overlap between same/similar items attributed to different constructs) which undermine the utility of resulting scores. We also present approaches for empirically quantifying content validity. In all, this paper calls for a cautious use and interpretation of creativity self-report data in PISA 2022 as it stands. It provides guidance for further examination of the content validity of the creativity-related self-report scales in PISA 2022. Such future efforts are necessary to enhance the validity of inferences made from these self-report scale scores, to optimize their comparability across different research teams and nations, toward a more generalizable use in creativity and education research.</p>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jocb.70026","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143905297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Creative Thinking Assessment Across Cultures: Challenges and Considerations 跨文化创造性思维评估：挑战和考虑

IF 2.8 2区心理学

Journal of Creative Behavior Pub Date : 2025-05-05 DOI: 10.1002/jocb.70025

Paula Álvarez-Huerta, Alexander Muela, Inaki Larrea

{"title":"Creative Thinking Assessment Across Cultures: Challenges and Considerations","authors":"Paula Álvarez-Huerta, Alexander Muela, Inaki Larrea","doi":"10.1002/jocb.70025","DOIUrl":"https://doi.org/10.1002/jocb.70025","url":null,"abstract":"<div>\u0000 \u0000 <p>This paper considers the inclusion of creative thinking as an innovative domain within the OECD's PISA (Program for International Student Assessment) and offers a series of reflections on the opportunities and limitations that follow from this. Although this recognition of the importance of creative thinking represents a step forward, the current assessment framework poses inherent risks of standardization. It is argued that a more nuanced and culturally sensitive approach is needed to move beyond a homogenized view of creativity and ensure that assessment fosters rather than limits the creative process. We also highlight how the definition of creative thinking is influenced by factors such as language and cultural values and ideas, all of which must be carefully considered when analyzing the results of these international assessments to preserve the richness of diverse approaches and paradigms. The paper concludes by suggesting the need for alternative, more flexible and multidimensional frameworks that not only enable the assessment of creative thinking but also promote students' all-round development and help to shape more inclusive educational policies that respect cultural diversity and foster creativity in all its forms.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143905296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Perception of AI Creativity: Dimensional Exploration and Scale Development 人工智能创造力的感知：维度探索与规模发展

IF 2.8 2区心理学

Journal of Creative Behavior Pub Date : 2025-05-05 DOI: 10.1002/jocb.70028

Yongzhong Yang, Haoran Xu

{"title":"Perception of AI Creativity: Dimensional Exploration and Scale Development","authors":"Yongzhong Yang, Haoran Xu","doi":"10.1002/jocb.70028","DOIUrl":"https://doi.org/10.1002/jocb.70028","url":null,"abstract":"<div>\u0000 \u0000 <p>With the rapid advancement of artificial intelligence (AI), AI creativity has demonstrated significant potential for application across various fields. This study aims to explore the multidimensional characteristics of AI creativity from the audience's perspective and to develop a corresponding measurement scale. Specifically, Study 1 utilized open-ended interviews with audiences of AI-generated creative products and grounded theory-based data coding to construct a theoretical framework of AI creativity perception. This framework encompasses four core dimensions: originality, depth, credibility, and attractiveness. In Study 2, an exploratory factor analysis and confirmatory factor analysis were conducted to develop a scale with high reliability and validity for measuring AI creativity perception, providing empirical support for the multidimensional framework. To further validate the scale's criterion-related validity, Study 3 examined the effect of AI involvement disclosure on creativity perception. The results reveal that audiences hold biases against AI; although AI is perceived to have a significant advantage in enhancing the originality of creative products, it is viewed as less capable in terms of depth, credibility, and attractiveness. This research offers insights into the future development and iteration of AI creativity.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143905051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0