Thinking Skills and Creativity最新文献

{"title":"The role of uncertainty tolerance in lowering test anxiety and enhancing English achievement","authors":"Yuyang Cai ,&nbsp;Yan Chen ,&nbsp;Yan Yang","doi":"10.1016/j.tsc.2025.102027","DOIUrl":"10.1016/j.tsc.2025.102027","url":null,"abstract":"<div><div>Test anxiety is generally perceived to impede L2 achievement. One focus of test anxiety studies has been on predictors of test anxiety, aiming to detect factors that may reduce the harm of test anxiety to L2 achievement. Considerable efforts have been invested in psychological and contextual factors at the neglect of cognitive factors such as uncertainty tolerance. The current study examined the interplay between uncertainty tolerance and test anxiety in predicting L2 achievement, with a focus on the mediation of test anxiety between uncertainty tolerance and L2 achievement. Participants involved 400 Grade 10 students from a high school in East China. Structural equation modeling results showed that (1) test anxiety was negatively associated with L2 achievement, (2) uncertainty tolerance was positively associated with L2 achievement, and (3) test anxiety partly mediated the relationship between uncertainty tolerance and L2 achievement. The study provided theoretical and practical implications for L2 instruction.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102027"},"PeriodicalIF":4.5,"publicationDate":"2025-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145320210","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":"Exploring the impact of STEAM and connected learning on skills of digital age in primary schools","authors":"Nasser Mansour ,&nbsp;Mustafa Çevik ,&nbsp;Yunus Uzun ,&nbsp;Sarah Bader Mohsen Alotaibi","doi":"10.1016/j.tsc.2025.102024","DOIUrl":"10.1016/j.tsc.2025.102024","url":null,"abstract":"<div><div>This study looked at how combining connected learning and STEAM activities affected elementary school pupils' digital skills. The main topics were learning and innovation skills for the 21st century, social entrepreneurship goals, and digital media literacy. The study employed a mixed-method exploratory sequential design, initially identifying student interests through interviews with both parents and students. These observations directly influenced the development of a 10-week STEAM-oriented scientific curriculum based on the ideas of connected learning. We used the 21st Century Learning and Innovation Skills Scale, the Social Entrepreneurship Intentions Scale, and the Digital Literacy Scale to test people before and after training. We used structural equation modeling to look at the data. The results showed that combining STEAM activities with connected learning greatly improved students' digital media literacy. This was made even better by their gaining of 21st-century skills and social entrepreneurship abilities. This research validates the efficacy of integrating STEAM with linked learning to cultivate crucial digital competences and innovative talents among young learners.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102024"},"PeriodicalIF":4.5,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145320211","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":"Fusing Six-Hat thinking with AI: How the Green Hat and ChatGPT Co-Regulate pre-service teachers' instructional design—insights from epistemic network analysis","authors":"Ting Wang,&nbsp;Taotao Long,&nbsp;Aoxue Mei,&nbsp;Junzhuo Li,&nbsp;Zhi Liu","doi":"10.1016/j.tsc.2025.102025","DOIUrl":"10.1016/j.tsc.2025.102025","url":null,"abstract":"<div><div>As an innovative AI-driven chatbot, ChatGPT holds substantial potential to redefine human-computer interaction and enhance teaching and learning. However, current applications often prioritize functional utility over active learning facilitation, leaving its role in promoting collaborative knowledge construction and metacognitive regulation empirically underexplored. To address this gap, this study integrated ChatGPT into pre-service teachers' collaborative learning experiences, leveraging the Six Thinking Hats thinking strategy to scaffold instructional design tasks. Using a mixed-methods approach combining co-regulation coding and epistemic network analysis (ENA), this study compared the co-regulation processes and focus patterns of groups using ChatGPT with the Six Thinking Hats strategy versus those using Six Thinking Hats alone. Results indicate that ChatGPT-assisted groups exhibited intensified co-regulatory focus on Evaluation, along with significantly heightened attention to Task Understanding and Content Monitoring. These findings not only illuminate ChatGPT's transformative role in teacher education but also provide actionable insights for educators designing AI-enhanced collaborative learning environments.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102025"},"PeriodicalIF":4.5,"publicationDate":"2025-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145266266","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":"Assessing creativity in early childhood: How future teachers balance conformity and originality","authors":"Guillaume Massy ,&nbsp;John Didier ,&nbsp;Maud Besançon","doi":"10.1016/j.tsc.2025.102023","DOIUrl":"10.1016/j.tsc.2025.102023","url":null,"abstract":"<div><div>Creativity is an essential skill in contemporary education systems, particularly in early childhood, where it is stimulated by exploratory activities and the expression of thought through the creation of ideas or the production of new objects. However, its assessment remains a major challenge, particularly for future teachers, who have to reconcile the emergence of creativity with the requirements of training plans. This dual injunction reveals a hesitancy on the part of professionals regarding the definition of creativity and the ways in which its manifestations in students can be assessed.</div><div>This study explores how future teachers of early childhood integrate evaluation criteria measuring the development of creativity into their evaluation documents. It aims to understand which dimensions of the creative process and theoretical models, such as the 3Ps and the OECD Creative Assessment Grid, are mobilised in an evaluative context. Two hypotheses guided this work: (1) trainee teachers give priority to technical and observable dimensions, often to the detriment of the creative process, and (2) transversal aspects, such as originality and collaboration, are underrepresented.</div><div>To test these hypotheses, 153 evaluation documents produced by student teachers at the HEP Vaud were analysed using a specific grid. The study combined an analysis of proportions, correlations and a hierarchical classification of evaluation criteria.</div><div>The results reveal that emphasis is placed on technical and methodological criteria, such as respect for constraints and diversity of materials, while less tangible dimensions, such as originality and collaboration, are marginally taken into account. These trends reflect the systemic challenges involved in assessing creativity that is non-linear and exploratory in nature in early childhood. These initial elements are in line with previous research which emphasises the predominance of observable and measurable aspects of the evaluation of creativity, to the detriment of the creative process, which is more complex to identify. The study also highlights a preference for assessing individual performance to the detriment of more collaborative dynamics. This observation highlights the need to reassess the way in which creativity is understood and taught in teacher training programmes.</div><div>In conclusion, this research highlights the importance of equipping future teachers with tools to assess both tangible outcomes and intangible processes, paving the way for a balanced and effective approach to promoting creativity in young learners in a rapidly changing educational landscape.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102023"},"PeriodicalIF":4.5,"publicationDate":"2025-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145266265","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":"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":"Pre-service biology teachers as developers of mobile augmented reality teaching materials: Enhancing, not replacing, science practices and connections with the natural environment","authors":"Branko Anđić ,&nbsp;Robert Weinhandl ,&nbsp;Mirjana Maričić ,&nbsp;Benno Dünser","doi":"10.1016/j.tsc.2025.102019","DOIUrl":"10.1016/j.tsc.2025.102019","url":null,"abstract":"<div><div>The benefits of Augmented Reality (AR) in modernizing teaching are widely recognized. Nonetheless, doubts persist about aligning AR materials with learning goals and ensuring scientific accuracy. Current research trends highlight teachers as developers of mobile AR content (mAR) to address these gaps, yet few studies have explored biology-focused mAR. This study employed Diffusion of Innovations Theory and mixed-methods approach to examine pre-service biology teachers’ (PSBTs) perceptions of developing and integrating mAR in future teaching. Participants received training to develop their own mAR teaching content. Data are collected with using questionnaires and audio recorded discussions during training. Qualitative data were processed using content analysis, while quantitative data underwent descriptive statistics and Spearman's rank correlation. Results confirm that PSBTs are eager to produce and employ mAR materials in teaching. They believe such development stimulates creativity and fosters collaboration among teachers. Results indicate that PSBT are having opinions that teachers’ developed mAR resources can better address students’ needs, promote critical thinking, and enable hands-on experimentation that might otherwise be unfeasible. PSBTs also note that these materials can be blended with traditional tools and real-world natural surroundings, enhancing students’ connection with nature. However, technical complexity, accessibility of digital resources needs for mAR development, and lack of institutional support pose obstacles. Nonetheless, quantitative outcomes reveal a positive overall perception of mAR’s impact on teaching quality and student motivation, though PSBTs highlight the importance of ongoing training and stronger alliances with colleagues and educational managers.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 102019"},"PeriodicalIF":4.5,"publicationDate":"2025-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145266268","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}