Thinking Skills and Creativity最新文献

{"title":"From coarse to fine: A cognitive diagnosis of EFL learners’ inferential ability in EFL reading","authors":"Wenbo Du,&nbsp;Xiaomei Ma","doi":"10.1016/j.tsc.2025.102022","DOIUrl":"10.1016/j.tsc.2025.102022","url":null,"abstract":"<div><div>This study applied a multi-CDM approach to diagnose EFL learners’ inferential ability via an online diagnostic reading test covering six inferential subskills. By integrating data-driven approach with linguistically informed modifications, the multi-CDM was validated using responses from 886 Chinese university students. Results demonstrated the superiority of multi-CDM over six single CDMs: it achieved a decent model-data fit, the highest test-level classification accuracy (72.1%) and subskill-level reliability (87%-95.8%), showing robust diagnostic performance. Subsequent diagnosis revealed pronounced disparities: high-proficiency learners excelled in literal comprehension and local inferences, yet struggled with temporal inference. Low-proficiency learners exhibited systemic deficiencies, particularly in global inferences and literal comprehension, underscoring cognitive overload challenges. Instructional implications were provided to different groups. Finally, limitations and future directions were discussed.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102022"},"PeriodicalIF":4.5,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219665","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}

{"title":"Factors influencing attitudes and behavioral intentions toward GenAI in creative collaboration: A cross-cultural comparison via a hybrid multistage approach","authors":"Longyu Zhang ,&nbsp;Cong Fang ,&nbsp;Huan Lin ,&nbsp;Guanbo Liang ,&nbsp;Shijian Luo","doi":"10.1016/j.tsc.2025.102020","DOIUrl":"10.1016/j.tsc.2025.102020","url":null,"abstract":"<div><div>The integration of Generative Artificial Intelligence (GenAI) into creative tasks offers strong potential to enhance team creativity and collaborative competence. However, the factors shaping attitudes and behavioral intentions toward GenAI in creative collaboration have received limited attention, particularly in cross-cultural contexts. To address these gaps, this study has developed and validated an integrated theoretical framework via a hybrid multistage approach. First, focus group interviews (N = 15) informed the extension of the TAM-TPB model by incorporating perceived risk, openness to experience, and AI literacy. Then, cross-cultural survey data from China (N = 529) and the USA (N = 544) were analyzed using structural equation modeling (SEM), multi-group analysis (MGA), and artificial neural networks (ANN). Results showed that subjective norm influenced user attitudes in both countries. In China, perceived usefulness and risk were key predictors, whereas in the USA, ease of use and openness to experience were more influential. Attitude, subjective norm, and perceived behavioral control were found to be critical determinants of behavioral intentions across both groups. By integrating perspectives from creativity research, this study provides theoretical and practical implications for the adoption of GenAI in creative domains, informing educators, industry practitioners, and technology developers.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102020"},"PeriodicalIF":4.5,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219667","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}

{"title":"Is imagination your superpower? The interactive role of curiosity and imagination in fostering psychological capital","authors":"Huei-Ying Chen ,&nbsp;Yu-Yu Chang ,&nbsp;Chia-Pin Kao","doi":"10.1016/j.tsc.2025.102021","DOIUrl":"10.1016/j.tsc.2025.102021","url":null,"abstract":"<div><div>Psychological capital (PsyCap) is a critical personal resource that supports behavioral proactivity and resilience in the face of challenges, yet its developmental antecedents remain underexplored. Drawing upon Broaden-and-Build Theory, this study investigates how two core dimensions of trait curiosity, namely stretching (the drive to seek new knowledge) and embracing (the willingness to tolerate uncertainty), foster the development of PsyCap over time. Furthermore, the study examines how three distinct forms of imagination (initiating, conceiving, and transforming) moderate these relationships. Using a two-wave, time-lagged design, data were collected from 519 trained volunteers participating in science education programs. Results indicate that both stretching and embracing curiosity significantly predict subsequent PsyCap, but these effects are uniquely moderated by different facets of imagination. More importantly, imagination exhibits a dual influence: depending on its type, it can either amplify or constrain the positive impact of curiosity on PsyCap development. These findings advance our understanding of the cognitive pathways underpinning PsyCap and highlight practical implications for designing interventions in educational and professional learning environments.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102021"},"PeriodicalIF":4.5,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219669","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}

{"title":"“Meeting students’ needs matters”: Kazakhstani teachers’ beliefs about developing a creative environment","authors":"Laura Ibrayeva,&nbsp;Janet Helmer","doi":"10.1016/j.tsc.2025.102016","DOIUrl":"10.1016/j.tsc.2025.102016","url":null,"abstract":"<div><div>The significance of creativity in the educational sphere is widely recognized. However, this is a topic that has yet to receive much attention in the post-Soviet context and more specifically Kazakhstan. Currently, there is little international evidence of research on upper-secondary school teachers’ beliefs about creativity. Thus, the aim of the study was to explore how these teachers conceptualize a creative learning environment, including their beliefs about what constitutes such an environment, and how creativity can be developed in the classroom. The research was designed as a qualitative, multiple-case study comprising four different types of Kazakhstani secondary schools. Data collection included 15 in-depth semi-structured interviews. A modified conceptual framework for teachers’ beliefs about creativity (Bereczki &amp; Kárpáti, 2018) was employed in this study. The findings revealed that teachers’ beliefs about developing a creative environment align with many empirical findings worldwide. However, a noteworthy finding of this study was that the creative environment construct of this study’s initial conceptual framework was expanded with an additional subconstruct: <em>students’ needs</em>. Unique to this study was that participants believe a creative environment cannot be fully effective if students’ needs (basic and psychological) are not met and if the physical environment is unsatisfactory.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102016"},"PeriodicalIF":4.5,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219668","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}

{"title":"Development of creativity in the first year of teaching studies: An intervention study","authors":"Natalia Larraz-Ramos,&nbsp;Reina Lucila Castellanos-Vega,&nbsp;Raquel Lozano-Blasco","doi":"10.1016/j.tsc.2025.102017","DOIUrl":"10.1016/j.tsc.2025.102017","url":null,"abstract":"<div><div>This study examines the effects of an intervention program aimed at fostering creativity in first-year students pursuing a degree in Early Childhood Education and Teaching in Primary Education (<em>N</em> = 181; 18.67 ± 1.41 years) in the context of a Spanish university by addressing socio-demographic aspects. A quasi-experimental design with a non-equivalent control group was employed, and creativity was assessed using the CREA test. The program was implemented over an academic year in three intervention groups, involving the utilization of various creative strategies applied to problem-solving in academic tasks. It spanned 14 weeks, with one 100-min session per week, in which ten activities were introduced. Results: The intervention program has achieved a significant development of creativity in all intervention groups, being especially relevant in one of them. The importance of sociodemographic variables, gender and age, was studied. Gender differences in creativity were not detected, neither in relation to age or academic performance of the students which suggest the need for further research in this direction. The results of the intervention program highlight the importance of teaching creativity for creative development in higher education by considering the creative learning and the characteristics of the students in order to adapt the interventions. The importance of implementing initiatives to foster creativity in university students is emphasized, highlighting the need for actions focused on teacher training and longitudinal studies to evaluate long-term effects. The research highlights the importance of creativity in higher education, showing significant improvements in the creativity of students in Early Childhood Education and in Teaching in Primary Education Degrees through specific interventions.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102017"},"PeriodicalIF":4.5,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219664","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}

{"title":"Enhancing students’ knowledge construction and affective-domain learning objectives through computational thinking integrated into project-based learning in online learning environments","authors":"Ting-Ting Wu ,&nbsp;Noviati Aning Rizki Mustika Sari ,&nbsp;Hong-Ren Chen ,&nbsp;Yueh-Min Huang","doi":"10.1016/j.tsc.2025.102013","DOIUrl":"10.1016/j.tsc.2025.102013","url":null,"abstract":"<div><div>Conventional teaching methods often emphasize teacher-centered activities, limiting opportunities for students to develop professional and transferable skills. This disconnection between academic knowledge and workplace readiness highlights the need for innovative approaches to education. This study explores the integration of computational thinking (CT) into project-based learning (PjBL) as a means of enhancing student learning outcomes, particularly in online learning environments. A quasi-experimental design was adopted to evaluate the effectiveness of this strategy. The study involved two groups of university students: an experimental group (24 students) exposed to CT-integrated PjBL and a control group (23 students) taught using conventional PjBL method. Results demonstrated that CT-integrated PjBL significantly enhanced students’ knowledge construction and affective-domain learning objectives, including motivation, attitude, and self-efficacy, compared to the conventional approach. These findings underscore the potential of combining CT with PjBL to bridge the gap between theoretical knowledge and practical application. The study offers valuable insights and practical implications for educators, researchers, and course designers, advocating for the adoption of innovative teaching strategies that foster holistic skill development and better prepare students for professional challenges.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102013"},"PeriodicalIF":4.5,"publicationDate":"2025-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157679","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}

{"title":"Measurement of divergent thinking in biological contexts: Development, pilot testing, and validation of a test instrument for use in school","authors":"Colin Peperkorn,&nbsp;Claas Wegner","doi":"10.1016/j.tsc.2025.102010","DOIUrl":"10.1016/j.tsc.2025.102010","url":null,"abstract":"<div><div>Nurturing students' creative potential, particularly in STEM fields, is essential for fostering social progress and innovation. This study addresses the lack of available tests for creative potential in specific subjects by developing and validating a test instrument designed to measure divergent thinking (DT) in biology. The design-based research project consisted of two studies involving a total of <em>N</em> = 342 students (<em>M</em>_age = 10.96). The developed DT test was initially evaluated with participants from an enrichment program during the first study. For validation, intelligence was measured using Raven's Progressive Matrices 2, as well as scientific inquiry skills in biology, inductive thinking skills in biology, situational interest, and subjective task values across different subjects. In the second study, the developed DT test was applied to a randomized sample from different schools. In both studies, the DT test demonstrated excellent inter-rater reliability. The investigation into the factor structure showed that each task represented a different factor, and the test has limited ability to measure individual DT constructs. Positive correlations were identified between fluency and scientific inquiry skills, as well as between fluency and scientific inductive thinking. The results indicate that the developed test is capable of measuring facets of subject-specific DT and provides an initial option for researchers and educators to assess DT in biology. Future research should explore the effects of different task types, instructions, and time limits. Replications for other STEM subjects, age groups, and comparisons to classic DT tests should be conducted.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102010"},"PeriodicalIF":4.5,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157682","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}

{"title":"Critical reading in design education: Effects of layout on experts’ and novices’ visual attention and reading performance","authors":"Yongchun Mao ,&nbsp;Chuang Chen ,&nbsp;Yiyu Deng ,&nbsp;Zihao Cao","doi":"10.1016/j.tsc.2025.102011","DOIUrl":"10.1016/j.tsc.2025.102011","url":null,"abstract":"<div><div>This study constructs a three-layer theoretical framework for critical reading aiming to explore the visual attention and reading performance of design students in critical reading. Specifically, we compared the performance of expert (more than three years) and novice (less than four months) design students when reading different layout configurations of a product design plan. A total of 80 participants, 40 experts and 40 novices, were recruited from a Chinese university. Using a 2 (expertise: expert vs. novice) × 2 (layout: text-image proximity vs. text-image separation) experimental design, participants' recall, insight scores, visual attention distribution and visual attention transition were analyzed. Eye-tracking data revealed that experts allocated significantly more visual attention to images and exhibited more complex fixation transitions between images and texts, suggesting higher levels of critical engagement. In contrast, novices displayed a more linear reading pattern, particularly in layouts that separated images from texts. Correspondingly, experts outperformed novices in both recall and insight scores. Additionally, layout configurations had a more complex impact on visual attention and performance. In the second layout, fixation time on images showed a positive correlation with insight, and experts exhibited fixation transitions between images. The results provide valuable insights for design educators, emphasizing the need for tailored instructional strategies to foster critical thinking skills in students at different educational levels.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102011"},"PeriodicalIF":4.5,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145109289","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}

{"title":"STE(A)M Learning Ecologies and creativity: A typology of open schooling projects based on stakeholder and learner engagement","authors":"Tasos Hovardas ,&nbsp;Kyriaki Vakkou ,&nbsp;Konstantina Arampatzi ,&nbsp;Zacharias Zacharia ,&nbsp;Evita Tasiopoulou ,&nbsp;Agueda Gras-Velazquez ,&nbsp;Georgios Mavromanolakis ,&nbsp;Vasilis Liakopoulos ,&nbsp;Pavlos Koulouris ,&nbsp;Sofoklis Sotiriou ,&nbsp;Stephanos Cherouvis ,&nbsp;Katarina Stekić ,&nbsp;Cristina Veiga Pires ,&nbsp;Patricia Barella ,&nbsp;Mary Deely ,&nbsp;Laura Mentini ,&nbsp;Eleni Chatzidaki ,&nbsp;Michail Giannakos ,&nbsp;Ruediger Tiemann ,&nbsp;Melissa Horchemer ,&nbsp;Mario Muscat","doi":"10.1016/j.tsc.2025.102012","DOIUrl":"10.1016/j.tsc.2025.102012","url":null,"abstract":"<div><div>Despite the considerable funding of open schooling projects from the EU, relevant publications have been scarce. We present an analysis of open schooling initiatives launched within the frame of the STE(A)M Learning Ecologies – SLEs Project. SLEs offer opportunities to promote creativity of both learners and stakeholders engaged through innovative pedagogical design and the delivery of original learning artefacts (learning products). We gathered and analyzed several forms of data reflecting learner and stakeholder engagement associated with these initiatives. They included two templates completed with stakeholder input (participatory pedagogical design template; participatory scenario development template), learning products delivered by students in each SLE, interviews with stakeholders and responses to open-ended questionnaire items. Our data analysis revealed four types of SLEs: (1) Learner-experience oriented, (2) Master-product oriented, (3) End-user oriented, and (4) Citizen-science oriented.</div><div>We present similarities and differences of the various types of SLE with regard to stakeholder synthesis (diversity), learning objectives, female participation, career opportunities, their potential for transformative change, challenges encountered, and sustainability aspects. Based on the typology of SLEs and their characteristics, we identified a series of recommendations for future research and policy to optimize investment in and impact of open schooling projects. These include a focus on small wins to scale up SLEs, distributed leadership to empower teachers and increase availability of learning resources and learner support, and using learning products to decentralize formative assessment in SLEs and promote constructive stakeholder dialogue.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102012"},"PeriodicalIF":4.5,"publicationDate":"2025-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145157681","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}

{"title":"When criticism helps: The interaction effects of constructive feedback and intrinsic motivation on preschool children’s creativity","authors":"Han Yuan ,&nbsp;Peiqi Shi ,&nbsp;Xindi Yan ,&nbsp;Dawei Yang ,&nbsp;Xiaojing Gu","doi":"10.1016/j.tsc.2025.102005","DOIUrl":"10.1016/j.tsc.2025.102005","url":null,"abstract":"<div><div>Constructive feedback is commonly used to support young children’s learning, but its effects on creativity may vary depending on learners’ motivational characteristics. This study investigated how different types of constructive feedback influence preschool children’s creativity, and whether this effect is moderated by their level of intrinsic motivation. A total of 130 preschool children (<em>M</em>_age = 5.97 ± 0.25 years) participated and were first assessed for intrinsic motivation and baseline creativity. They then completed an alternative uses task while receiving one of three feedback types: constructive positive, constructive negative, or no feedback. Creative performance was evaluated based on fluency and originality. Results revealed a significant interaction effect on originality, showing that constructive negative feedback enhanced originality more than constructive positive or no feedback, particularly for children with higher intrinsic motivation. No significant interaction effect was found for fluency. These findings highlight the importance of tailoring feedback strategies to children’s motivational states and suggest that, when thoughtfully delivered, constructive negative feedback can foster originality in highly motivated preschool children. Limitations and future directions are discussed.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102005"},"PeriodicalIF":4.5,"publicationDate":"2025-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145099623","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}