Thinking Skills and Creativity最新文献

Validation and network structure of the Kaufman domains of creativity scale: A psychometric investigation in an Arabic context 考夫曼创造力领域量表的验证和网络结构：阿拉伯语环境下的心理测量调查

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-11-12 DOI: 10.1016/j.tsc.2024.101689

Sameh Said-Metwaly , Amany Farahat Abdalmageid , Changsheng Chen , Wim Van den Noortgate

{"title":"Validation and network structure of the Kaufman domains of creativity scale: A psychometric investigation in an Arabic context","authors":"Sameh Said-Metwaly , Amany Farahat Abdalmageid , Changsheng Chen , Wim Van den Noortgate","doi":"10.1016/j.tsc.2024.101689","DOIUrl":"10.1016/j.tsc.2024.101689","url":null,"abstract":"<div><div>The Kaufman Domains of Creativity Scale (K-DOCS), a self-report measure designed to capture creative behaviors across various domains, has been utilized and validated across different cultural contexts. The present study sought to assess the psychometric properties of an Arabic version of the K-DOCS. Using exploratory graph analysis followed by confirmatory factor analysis and item response theory analysis, the factor structure of the K-DOCS was assessed. Additionally, the criterion validity of the K-DOCS was assessed in relation to measures of openness and emotional intelligence. Beyond validation, the study examined the network structure of the K-DOCS domains to understand their interconnections and investigated potential domain network differences based on gender, age, and academic major. Data were collected among 2,594 Egyptian university students. The results suggest that the K-DOCS has a five-factor structure broadly consistent with the theoretical factor structure and demonstrates acceptable criterion validity. The results further reveal that the K-DOCS domains cluster together into a single interconnected community, with significant differences in domain connectivity based on gender and age, but not on academic major. The implications of these results for the conceptualization and measurement of creativity are discussed.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101689"},"PeriodicalIF":3.7,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142659258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Creativity and motor skill learning among kindergarten children: Investigating Predictive correlations and performance differences 幼儿园儿童的创造力和运动技能学习：调查预测相关性和表现差异

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-11-10 DOI: 10.1016/j.tsc.2024.101684

Rafat Ghanamah

{"title":"Creativity and motor skill learning among kindergarten children: Investigating Predictive correlations and performance differences","authors":"Rafat Ghanamah","doi":"10.1016/j.tsc.2024.101684","DOIUrl":"10.1016/j.tsc.2024.101684","url":null,"abstract":"<div><div>Creativity, often linked to enhanced problem-solving and adaptive thinking, may play a considerable role in how children acquire and retain motor skills. This study investigates the effect of creativity on motor learning in kindergarten children. Using a sample of 120 Arab Israeli kindergarten children (60 girls and 60 boys, aged 5–6 years), we measured creativity through Torrance's Thinking Creatively in Action and Movement (TCAM) and assessed motor learning through invented letter task (ILT), in terms of speed and accuracy, administered at multiple time points: beginning and end of training, 24 hours post-training, and 4–5 weeks post-training. Our results indicate a significant correlation between the creativity measures and skill acquisition, consolidation, and long-term retention. Additionally, the results show that the creativity tests predict, skill acquisition and learning. Moreover, children with higher creativity scores exhibited significantly better performance in both speed and accuracy throughout the motor learning phases. Specifically, these children showed superior acquisition of skills, enhanced consolidation 24 hours post-training, and better retention. While the TCAM test focuses on creative thinking within physical activities, the observed association between creativity and motor learning suggests that creative activities may foster adaptive learning strategies and enhanced motor development. The study's findings underline the importance of incorporating creative activities into motor learning interventions. Such integration could, potentially, optimize developmental outcomes by fostering cognitive and motor skill development. This study deepens our understanding of the relationship between creativity and motor development, providing valuable insights for designing educational methods that support child development.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101684"},"PeriodicalIF":3.7,"publicationDate":"2024-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142659257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The influence of group categorization and common ingroup identity on malevolent creativity, benevolent creativity, and neutral creativity 群体分类和共同的群体认同对恶意创造力、善意创造力和中性创造力的影响

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-11-09 DOI: 10.1016/j.tsc.2024.101686

Xiumin Du , Yandong Zhao , Ke Zhang

{"title":"The influence of group categorization and common ingroup identity on malevolent creativity, benevolent creativity, and neutral creativity","authors":"Xiumin Du , Yandong Zhao , Ke Zhang","doi":"10.1016/j.tsc.2024.101686","DOIUrl":"10.1016/j.tsc.2024.101686","url":null,"abstract":"<div><div>Group categorization creates intergroup bias. However, the influence of group categorization on malevolent creativity (MC), benevolent creativity (BC), and neutral creativity (NC) remains unclear. First two studies explored this influence. In Study 1 (N = 79), participants generated lower MC and higher BC toward in-group members than out-group members. In Study 2 (N = 102), lower MC and higher BC were generated when participants were primed by in-group identity than by out-group identity. Furthermore, group composition is not static but rather a dynamic process. Individuals may establish a common ingroup identity with out-group members while altering their groups, which can mitigate intergroup bias and promote harmonious intergroup relationships, potentially influencing individuals’ MC, BC, and NC. Therefore, last two studies explored this influence. Study 3 (N = 134) first validated the findings of Study 1. Then, by recategorizing existing groups to establish a common ingroup identity among different groups’ members, finding a common ingroup identity could reduce MC and enhance BC towards out-group members. Study 4 (N = 123) further extended this influence to the priming effect and found even when individuals were primed by different group identities, priming a common ingroup identity can reduce MC and enhance BC toward others. In all studies, NC remained consistently unaffected. In conclusion, group categorization and common ingroup identity can affect MC and BC, but not NC. The AMORAL model, intergroup bias, and common ingroup identity model were used to explain our findings, while limitations and future research directions were discussed in detail.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101686"},"PeriodicalIF":3.7,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142659260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Measuring parental behaviors supporting higher order thinking skills in children: A scale development study 测量父母支持儿童高阶思维能力的行为：量表开发研究

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-11-08 DOI: 10.1016/j.tsc.2024.101685

Hurşide Kübra Özkan Kunduracı , Kevser Tozduman Yaralı , Semih Kaynak

{"title":"Measuring parental behaviors supporting higher order thinking skills in children: A scale development study","authors":"Hurşide Kübra Özkan Kunduracı , Kevser Tozduman Yaralı , Semih Kaynak","doi":"10.1016/j.tsc.2024.101685","DOIUrl":"10.1016/j.tsc.2024.101685","url":null,"abstract":"<div><div>This study aimed to develop a measurement tool to assess parental behaviors supporting the higher order thinking skills of children aged 4–7 years. An item pool was created by reviewing relevant literature and gathering parental opinions, which was then finalized through expert review. The scale's psychometric properties were examined in two stages. In the first stage, an exploratory factor analysis was conducted with 272 parents, resulting in a 12-item scale with a single factor explaining approximately 75% of the variance. In the second stage, the 12-item scale was administered to a different group of 357 parents, and confirmatory factor analysis was conducted. The results indicated satisfactory construct validity, strong reliability (Cronbach's alpha and omega), as well as convergent and concurrent validity. The consistent psychometric findings from two separate study groups support the conclusion that the developed scale is a valid and reliable instrument for measuring parental behaviors that support higher order thinking skills in children aged 4–7 years.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101685"},"PeriodicalIF":3.7,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142659259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The long-term impact of executive functions on everyday creativity among Chinese adolescents: A longitudinal mediation model of emotional resilience and creative self-efficacy 执行功能对中国青少年日常创造力的长期影响：情绪复原力与创造力自我效能的纵向中介模型

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-11-08 DOI: 10.1016/j.tsc.2024.101682

Qing Wang, Yuanmeng Tang, Jie Yu, Liying Huang, Xinya Wang, Baoguo Shi

{"title":"The long-term impact of executive functions on everyday creativity among Chinese adolescents: A longitudinal mediation model of emotional resilience and creative self-efficacy","authors":"Qing Wang, Yuanmeng Tang, Jie Yu, Liying Huang, Xinya Wang, Baoguo Shi","doi":"10.1016/j.tsc.2024.101682","DOIUrl":"10.1016/j.tsc.2024.101682","url":null,"abstract":"<div><div>Recent studies have underscored the vital role of executive functions (EFs) in creativity. However, most research has concentrated on creative thinking while overlooking the relationship between EFs and everyday creativity and the mechanism underlying this relationship in the development of adolescents. In this study, we recruited 1269 adolescents (560 girls, 44.1 %) and utilized a longitudinal follow-up approach, conducting questionnaire surveys at three time points. The longitudinal mediation model of emotional resilience (ER) at Time 2 (T2) and creative self-efficacy (CSE) at Time 3 (T3) as links between EFs at Time 1 (T1) and everyday creativity at T3 was analyzed to verify all possible paths in this study. The results revealed that EFs (T1) positively predicted adolescents’ everyday creativity in science, art, and literature two years later (T3). Furthermore, EFs (T1) predicted adolescents' everyday creativity in science, art, and literature (T3) via a sequential mediation model of ER (T2) and CSE (T3), as well as a mediation model of CSE (T3). In summary, these findings reveal the relationships and internal mediating mechanisms between EFs and everyday creativity. This study has considerable implications for families and schools to advance the development of adolescents’ everyday creativity by training their EFs and strengthening their ER and CSE.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101682"},"PeriodicalIF":3.7,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142659256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The development of critical thinking, team working, and communication skills in a business school–A project-based learning approach 在商学院培养批判性思维、团队合作和沟通技能--基于项目的学习方法

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-11-06 DOI: 10.1016/j.tsc.2024.101680

Eva Dias-Oliveira , Rita Pasion , Rui Vieira da Cunha , Sandra Lima Coelho

引用次数: 0

Disjunction and access to knowledge: Educational implications 断裂与获取知识：对教育的影响

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-11-06 DOI: 10.1016/j.tsc.2024.101677

Miguel López-Astorga , Leyla D. Torres-Bravo , Cristian A. Rojas-Barahona

引用次数: 0

Executive function training curriculum to enhance emotional intelligence in early childhood: Theory adaptation in educational design research 提高幼儿情商的执行功能训练课程：教育设计研究中的理论调整

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-11-02 DOI: 10.1016/j.tsc.2024.101673

Natthiya Pumyoch , Sanit Srikoon

{"title":"Executive function training curriculum to enhance emotional intelligence in early childhood: Theory adaptation in educational design research","authors":"Natthiya Pumyoch , Sanit Srikoon","doi":"10.1016/j.tsc.2024.101673","DOIUrl":"10.1016/j.tsc.2024.101673","url":null,"abstract":"<div><div>Emotional intelligence (EI) is vital for early childhood development and is closely linked to executive function (EF). EF is a foundation of cognitive ability in early childhood. Educational design research (EDR) offers an adaptive methodology for curriculum development. This study aimed to (1) analyze and explore perspectives for designing an executive function training (EFT) curriculum to enhance EI, (2) design and develop the EFT curriculum, and (3) evaluate and reflect on the EFT curriculum. The research underscores the need to enhance EI, social skills, self-help abilities, and positive attitudes in early childhood students. Developed through a collaborative effort involving multiple stakeholders, the EFT curriculum aligns with Thailand's Ministry of Education standards. It significantly improves EI scores across six assessments of EI's five elements: self-awareness, self-regulation, motivation, empathy, and adeptness in relationships. The EFT curriculum emphasizes inhibitory control, shift/cognitive flexibility, emotional control, working memory, planning/organizing, and incorporating sleep to support cognitive and emotional development, a total of 150 hours. Developed with stakeholder input and rigorous design principles, the EFT curriculum prepares children for future learning and life challenges.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101673"},"PeriodicalIF":3.7,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142659319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The more open, the more creative? The metaphorical effects of postural openness on divergent thinking and convergent thinking 越开放就越有创造力？姿势开放性对发散思维和聚合思维的隐喻效应

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-11-02 DOI: 10.1016/j.tsc.2024.101675

Lu Song , Qihan Zhang , Bingjie Zhao , Xuejun Bai

{"title":"The more open, the more creative? The metaphorical effects of postural openness on divergent thinking and convergent thinking","authors":"Lu Song , Qihan Zhang , Bingjie Zhao , Xuejun Bai","doi":"10.1016/j.tsc.2024.101675","DOIUrl":"10.1016/j.tsc.2024.101675","url":null,"abstract":"<div><div>As one of the most prevalent bodily states in daily life, postures can exert an impact on creative thinking. Adopting the perspective of embodied metaphor, two studies were conducted using the \"posture-cognition\" dual-task paradigm to investigate the influence of different postural openness on creative thinking. Study 1 explored the effects of expansive/open versus contractive/closed postures on divergent thinking and convergent thinking, and observed whether they were modulated by standing and sitting postures. Study 2 further examined the participants' performance on a convergent thinking task and a non-creative detail processing task of varying difficulty under identical postures. Results indicated better divergent thinking performance with expansive postures than with contractive postures, confirming the \"expansive-divergent\" metaphor. The expansive standing posture was found to be the most conducive posture for divergent thinking. However, the contractive postures failed to facilitate the convergent thinking task, but showed more conducive to the moderately difficult non-creative detail processing task. These findings support that body postures can have a metaphorical effect on higher cognitive processes such as creative thinking, but the effect varies depending on the type of creative cognitive processing. This research enhances the comprehension of embodied creativity and provides valuable insights for educational practice.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101675"},"PeriodicalIF":3.7,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142659320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From problem-crumbling to innovation: The design of a comprehensive professional development training programme to enhance creative competence among TEFL educators 从难题到创新：设计全面的专业发展培训计划，提高 TEFL 教育工作者的创新能力

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2024-11-02 DOI: 10.1016/j.tsc.2024.101678

Marzena Okoń

{"title":"From problem-crumbling to innovation: The design of a comprehensive professional development training programme to enhance creative competence among TEFL educators","authors":"Marzena Okoń","doi":"10.1016/j.tsc.2024.101678","DOIUrl":"10.1016/j.tsc.2024.101678","url":null,"abstract":"<div><div>This paper explores creativity in English language teaching through a multiple-case study action research-based continuous professional development (CPD) training programme. It introduces a professional creativity framework for EFL teachers, fostering pedagogical innovation through a blended course delivery. The study, involving seven EFL (English as a Foreign language) teachers, employs a triangulation of methods and data sources, including action research, surveys, Think Aloud Protocol (TAP), reflective diaries, and semi-structured interviews. The research sample consists of primary and secondary EFL teachers. The CPD training integrates creativity into English lessons, enhancing professional creativity for EFL teachers. The findings shed light on the relationship between professional development and creative endeavours, highlighting the need for interventions to boost self-awareness and self-efficacy among TEFL teachers. The study underlines the significance of individual and group tasks, reflective practice, and technology-enabled communities of practice. Additionally, it offers a descriptive overview of diverse TEFL teacher creativity profiles, contributing to understanding this specific creativity domain and suggesting avenues for future research.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"54 ","pages":"Article 101678"},"PeriodicalIF":3.7,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142594126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0