Thinking Skills and Creativity最新文献

{"title":"Unlocking group creativity: Leveraging flexibility, persistence, and convergence ideation pathways","authors":"Kelong Lu ,&nbsp;Xinuo Qiao ,&nbsp;Xinyue Wang ,&nbsp;Zhenni Gao ,&nbsp;Ning Hao","doi":"10.1016/j.tsc.2025.101843","DOIUrl":"10.1016/j.tsc.2025.101843","url":null,"abstract":"<div><div>This study seeks to unravel the emerging process of group creativity as to explore how educational context can be structured to support the natural development of collaborative creativity. We proposed a Triple Pathway Model of group creative ideation and examined it through the lens of ideation pathway. Totaling 240 participants were recruited to complete one creative ideation task with a partner. The group creativity, ideation pathways were encoded and assessed based upon the participants’ responses. Results showed that the flexibility, persistence, and convergence pathways jointly, positively predicted group creativity. The flexibility pathway positively predicted the creativity of the group's top idea. The convergence pathway, contributed to group creativity not only by itself, also by stimulating the flexibility and persistence pathways. Transition between ideation pathways indirectly facilitated group creativity through stimulating three pathways. These insights encourage educators to consider how to foster students’ collaborative creativity by leveraging these three ideation pathways.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101843"},"PeriodicalIF":3.7,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143848199","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":"Beyond black and white: Reducing dichotomous thinking to foster intellectual humility","authors":"Peter J. O'Connor ,&nbsp;Andrew Spark ,&nbsp;Yasmin Awan ,&nbsp;Jordan Moss ,&nbsp;Jessica Chandra","doi":"10.1016/j.tsc.2025.101841","DOIUrl":"10.1016/j.tsc.2025.101841","url":null,"abstract":"<div><div>This study examines the causal influence of dichotomous thinking on intellectual humility, evaluated through treatments designed to both increase and decrease dichotomous thinking. Employing an experimental design with 445 participants, we exposed experimental groups to either a black and white thinking treatment (high dichotomous thinking condition) or a dialectical thinking treatment (low dichotomous thinking condition), and then compared their intellectual humility scores to a control group. As hypothesized, significant differences in intellectual humility emerged among the groups. The most substantial effects were observed in the group exposed to the dialectical thinking treatment (low dichotomous thinking condition), where participants exhibited significantly elevated intellectual humility scores. Using instrumental variable estimation for the purposes of causal inference, we also confirmed that the mechanism by which the dialectical thinking treatment increased intellectual humility was by decreasing dichotomous thinking. Our study provides insights into the factors that influence intellectual humility and offers a practical method to enhance it through fostering dialectical thinking.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101841"},"PeriodicalIF":3.7,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143865156","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":"An Analysis of Gifted and Non-Gifted Fifth Graders’ Strategic Flexibility","authors":"Yeliz Yazgan ,&nbsp;Feride Sena Kocaoğlu Er ,&nbsp;Hatice Kübra Güler Selek","doi":"10.1016/j.tsc.2025.101842","DOIUrl":"10.1016/j.tsc.2025.101842","url":null,"abstract":"<div><div>Flexibility constitutes a crucial element of creativity, and there exists a significant correlation between mathematical problem-solving abilities and creativity. Moreover, non-routine problems necessitate students to employ critical thinking, creativity, and various problem-solving techniques. Hence, the objective of this holistic multiple case study is to examine the problem solving success and strategic flexibility of both gifted and non-gifted fifth graders in non-routine problem solving, as well as exploring the relationship between these factors. To achieve this aim, a total of eight non-routine problems were presented to 40 fifth graders, with 20 being gifted and 20 non-gifted students. The students’ written solutions were collected, followed by individual interviews. Subsequently, the solutions were evaluated in terms of success and strategic flexibility. The results indicated that gifted students demonstrated more frequent use of indicators compared to their non-gifted counterparts. Additionally, a trend towards clustering in the medium category for gifted students and the weak category for non-gifted students was observed. Both groups included a limited number of students with high levels of flexibility. Notably, a significant relationship between flexibility and success scores was only evident among non-gifted students. Disparities in flexibility and success between gifted and non-gifted students were apparent. The implications of these findings for mathematics education were discussed, alongside recommendations for future research.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101842"},"PeriodicalIF":3.7,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143844392","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":"Creative thinking in language learning classes: An analysis of educational policy in Moroccan public primary schools","authors":"Zaina Smare ,&nbsp;Mohamed Elfatihi","doi":"10.1016/j.tsc.2025.101840","DOIUrl":"10.1016/j.tsc.2025.101840","url":null,"abstract":"<div><div>Creative thinking is considered one of the essential skills of the 21st century that should be promoted throughout the educational system, particularly in primary schools across all subjects, including language classes. The first step in effectively developing creative thinking in schools is to provide a curriculum with clear guidelines on how to foster this skill. Educational policy documents are of paramount importance because they outline the content and processes that should be communicated in the classroom. The current article reports the findings of an analysis of five Moroccan educational policy documents namely, The National Charter for Education and Training (1999), The White Paper (2002), The Strategic Vision of 2015–2030, The Framework Law 51–17 (2019), and The Primary Education Curriculum (2021). The analysis centers on two key questions: how creative thinking is defined and described in Moroccan educational policy documents, and how the importance of integrating this skill is articulated, particularly in the context of language learning classes. Our analysis reveals that educational policy documents do not offer a clear and operational definition of creativity, and the term is used differently across school subjects. The provided descriptions of the skill are all positive, suggesting that it is not perceived as a negative attribute. However, the documents do not offer guidance on how teachers should develop creative thinking. Additionally, educational policy documents often equate creativity with artistic production. This suggests that educational policy makers have a bias or preference for thinking mainly about artistic work when considering activities that promote creative thinking. The study concludes with practical recommendations for policymakers to effectively integrate the promotion of creative thinking in language education through educational policy documents.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101840"},"PeriodicalIF":3.7,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143829504","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":"Emotion regulation process in creative context: The role of dysregulation of both positive and negative emotions","authors":"Guyonne Rogier ,&nbsp;Martina Bertolini ,&nbsp;Serena Bruno ,&nbsp;Stefania Cataudella ,&nbsp;Patrizia Velotti","doi":"10.1016/j.tsc.2025.101838","DOIUrl":"10.1016/j.tsc.2025.101838","url":null,"abstract":"<div><div>The capacity for emotional regulation in individuals is strongly implicated in improving their quality of life. It has also been demonstrated that cognitive processes related to creative activities can play an important role in the use of emotion regulation strategies. Thus, creativity represents a useful construct for investigating psychological functioning in the context of emotion regulation strategies. In support of this hypothesis, several studies have analyzed the bidirectional link between creativity and positive and negative emotion regulation strategies, demonstrating the functioning between the different interactions. A new self-report instrument has recently been developed for this investigation: the Emotion Regulation Strategies for Artistic Creative Activities Scale (ERS-ACA). However, the absence of an Italian validation of the instrument limits the exploration of the dynamics of reciprocal influence between (dys)regulation of emotions and artistic creative activities, narrowing the field of knowledge in this area For this reason, our study aims to translate and adapt of the ERS-ACA in Italian language as examine its psychometric properties. We administered this translated version to a quite large sample of participants together with measures of emotion dysregulation and emotion regulation. Confirmatory factorial analysis supported the initial structure of the instrument and correlations with emotion (dys)regulation measures suggested its construct validity. The Italian version of the ERS-ACA appears to be a valid tool for the evaluation of the relationship between creativity and emotional regulation strategies in future research.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101838"},"PeriodicalIF":3.7,"publicationDate":"2025-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143829604","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":"The effects of different types of social exclusion on malevolent creativity: The role of self-construal","authors":"Junsheng Wu ,&nbsp;Fengzheng Ma ,&nbsp;Jiabin Liu ,&nbsp;Lan Jiao","doi":"10.1016/j.tsc.2025.101837","DOIUrl":"10.1016/j.tsc.2025.101837","url":null,"abstract":"<div><div>Social exclusion is a frequent threatening context that can cause significant social pain to individuals and potentially induce malevolent creative behavior. To further clarify the effects of social exclusion on individuals' malevolent creativity, the present study conducted two experiments based on the temporal need-threat model and the motivated focus hypothesis. Experiments 1 and 2 examined the moderating role of trait and state self-construals (independent, interdependent) on the relationship between different types of social exclusion (being ignored, being rejected) and malevolent creativity, respectively. Results revealed that independent individuals demonstrated diminished originality but heightened malevolence after being ignored. Conversely, interdependent individuals demonstrated increased originality but diminished malevolence after rejection. These findings suggest that self-construal shapes individuals' responsiveness to social exclusion, with independent individuals displaying greater sensitivity to being ignored and interdependent individuals more sensitive to rejection. Furthermore, self-construal affects subsequent malevolent creative performance, with independent individuals being more malicious than interdependent individuals.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101837"},"PeriodicalIF":3.7,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143814852","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":"Japanese school teachers’ beliefs about creativity","authors":"Kazuki Sawada ,&nbsp;Chiaki Ishiguro ,&nbsp;Tokunori Sato ,&nbsp;Akihiro Sato","doi":"10.1016/j.tsc.2025.101839","DOIUrl":"10.1016/j.tsc.2025.101839","url":null,"abstract":"<div><div>Teachers’ beliefs about creativity can influence students’ creativity education. Since these beliefs themselves are largely influenced by sociocultural backgrounds, both international studies and country-specific data are needed to comprehensively understand them. This study conducted a cross-sectional survey (<em>N</em> = 517, <em>mean age</em> = 46.11 ± 12.14 <em>years</em>, 178 women and 339 men, <em>mean years of teaching experience</em> = 22.09 ± 12.60 <em>years</em>) and examined the characteristics of Japanese school teachers’ beliefs about creativity, such as implicit theories about creativity and creative self. In addition, we examined the relationships between these beliefs and perceived creativity, supportive behavior for students’ creativity development, and creative school climate to gain insight into the impact of these beliefs on creativity education. The results revealed that Japanese teachers tended to disbelieve creativity myths and had a creative self, compared to the general adult population. Japanese teachers’ creative self-efficacy for teaching was positively correlated with perception of students’ creativity, supportive behavior, and creative climate in schools. Additionally, the exploratory results indicated that elementary school teachers reported higher supportive behavior than middle and high school teachers. Our results suggest that teachers’ beliefs about creativity play an important role in creativity education in Japan. Additionally, this study makes practical suggestions to promising interventional studies for modifying teachers’ false beliefs about creativity and increasing creative self-efficacy by revealing the characteristics of Japanese teachers’ belief about creativity.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101839"},"PeriodicalIF":3.7,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143859367","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 thinking-embedded EFL translation instruction and its impact on EFL translation learners","authors":"Hui Su","doi":"10.1016/j.tsc.2025.101827","DOIUrl":"10.1016/j.tsc.2025.101827","url":null,"abstract":"<div><div>In today's increasingly interconnected world, translation has become an important tool for facilitating cross-cultural communication, economic growth, educational collaboration, and social engagement. To produce high-quality translations, translators have to possess not only language proficiencies but also cognitive skills with critical thinking being a core one since translation involves problem-solving and decision-making activities. Critical thinking, a high-order thinking, has been regarded as essential for translators to thoroughly understand and analyze source texts involving linguistic and cultural differences and produce translation outputs with appropriate expressions by way of effectively and critically dealing with information. It plays a vital role in developing translators’ or translation learners’ translation competence, a crucial skill for language learners. Thus, due attention should be paid to critical thinking development in language education. Despite its recognized importance, however, critical thinking cultivation has not been properly incorporated into EFL translation teaching for non-English major undergraduates that mainly focuses on imparting or training language knowledge or techniques in EFL contexts. Little is known about whether integrating critical thinking cultivation into translation instruction can bring benefits to EFL translation learners. And there is a dearth of research in this regard. Thus, this study seeks to explore the impact of the critical thinking-embedded translation instruction on EFL translation learners. 52 Chinese non-English major undergraduate EFL learners were selected as the participants and divided into the control and treatment groups. The two groups were taught under different instructional patterns over a period of 16 weeks. The results revealed the necessity of the critical thinking-embedded translation instruction and its positive impacts on EFL translation learners, contributing to the improvement of their critical thinking and translation performance. Then, suggestions for future research and EFL translation instruction were put forward.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101827"},"PeriodicalIF":3.7,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143791851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Creative art-based pedagogies with autistic students: A systematic review on stakeholders' perspectives on its delivery and implementation in secondary mainstream schools","authors":"Kayleigh Doyle ,&nbsp;Lisa E. Kim","doi":"10.1016/j.tsc.2025.101835","DOIUrl":"10.1016/j.tsc.2025.101835","url":null,"abstract":"<div><div>More than 70 % of autistic young people are educated in mainstream schools and some, similarly to their non-autistic peers, experience challenges in mainstream settings. Research suggests that the creative arts offer unique prospects in the education of autistic students. However, such research primarily explores the creative arts in a therapeutic or interventional context; little research has considered creative arts’ use as a pedagogical tool in mainstream secondary school classrooms with autistic students. The current narrative systematic review aims to synthesise empirical evidence concerning: (a) how creative arts-based pedagogy (CABP) is theorised, (b) creative arts-based pedagogies implementation and delivery with autistic secondary school students and (c) research gaps in the field. Identified through thematic analysis, findings indicate that creative arts-based pedagogy was perceived with greater positivity than negativity, yet a greater number of disabling factors were identified than enabling factors. The only paper to explicitly discuss a gap in research within the extracted data was Kehl (2021). However, in the concluding sections not under analysis in line with this study's data extraction approach, further gaps in research were identified. Further research is required to establish enabling factors that can help increase the effectiveness of CABP delivery and implementation in secondary educational settings with autistic students.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101835"},"PeriodicalIF":3.7,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143823330","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":"The role of openness to experience in innovating teaching and instruction through leader-member exchange and teacher creativity","authors":"Donnie Adams ,&nbsp;Mehmet Şükrü Bellibaş ,&nbsp;Vasu Muniandy ,&nbsp;Marcus Pietsch","doi":"10.1016/j.tsc.2025.101834","DOIUrl":"10.1016/j.tsc.2025.101834","url":null,"abstract":"<div><div>Despite a multitude of studies in organizational behavior research invested in understanding the interrelationship among personality traits, leader-member relationship (LMX), creativity, and innovative behaviors over the past decades, these concepts have not attracted much attention in education. The present research concerned how innovative teaching can be enhanced through teacher openness to experience, creativity and LMX. More specifically, we examined the relationship between teacher openness to experience and teachers' implementation of innovative teaching ideas through mediating and moderating roles of LMX and teacher creativity. Employing a stratified sampling strategy, the data was collected from 3016 teachers nested within 148 schools across different regions in Malaysia. A latent moderated mediation analysis was utilized to test ten hypotheses. Results showed that teachers’ openness to experience was a significant predictor of their creativity, the quality of their relationship with the school leader (LMX) and innovative teaching practices. A significant and indirect relationship between openness and the implementations of innovations in the classroom was also evident through the mediating roles of creativity and LMX. However, we found no evidence for the moderating role of LMX and creativity in the effect of both openness and creativity on the implementation of innovations. We conclude that creating space for teachers that support willingness for new experiences could help establishing better relationships with principals, which together could enhance the development and implementation of creative ideas in classrooms that might address issues with and enhance student learning.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101834"},"PeriodicalIF":3.7,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143814853","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}