Thinking Skills and Creativity最新文献

{"title":"Creative coursework and college students’ perceptions: Examining creative self-efficacy, creative personal identity, and intrinsic task motivation","authors":"Heather T. Snyder ,&nbsp;Magdalena G. Grohman ,&nbsp;Kim N. Awa","doi":"10.1016/j.tsc.2025.101925","DOIUrl":"10.1016/j.tsc.2025.101925","url":null,"abstract":"<div><div>Curricula to enhance creativity, including classroom activities, have been found to improve creativity in undergraduate students. Here, we adapted a series of structured classroom activities for an undergraduate Psychology of Creativity course to scaffold students’ work on creative projects using cognitive skills such as idea generation and evaluation. Students in the intervention group (<em>n</em> = 81) engaged in hands-on structured activities focusing on the creative process whereas students in the control group (<em>n</em> = 93) received lectures and discussions about the creative process without the structured activities. Intra-individual pre and post-activity differences were examined in students’ creative self-efficacy, creative personal identity, and intrinsic task motivation. In addition, 169 final creative projects were independently rated on originality and quality. We found that the intervention and control groups did not differ in overall creative self-assessments nor the originality of the projects. However, path analyses revealed a partially mediated effect of creative personal identity on creative self-efficacy and intrinsic task motivation after completing the course project. Additionally, creative personal identity remained a significant predictor of intrinsic task motivation, even when accounting for the mediating effect of creative self-efficacy. Pairwise comparisons revealed an increase in intrinsic task motivation and effort after the project, although they also reported a decrease in the perceived value of the project and feeling competent. The present findings suggest that coursework emphasizing creativity aids in student’s creative self-perceptions and motivations for creative tasks. The results and implications of the findings for promoting creativity in undergraduate students are discussed, as well as the study’s limitations.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101925"},"PeriodicalIF":3.7,"publicationDate":"2025-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144704407","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 associations between multicultural experience and creative teaching: the potential roles of cultural intelligence and fear of failure","authors":"Hoai Than Nguyen ,&nbsp;Thi Vinh Tran Nguyen ,&nbsp;Ngoc Quang Le PhD ,&nbsp;Thi Thanh Truc Nguyen ,&nbsp;Tu Duy Do","doi":"10.1016/j.tsc.2025.101924","DOIUrl":"10.1016/j.tsc.2025.101924","url":null,"abstract":"<div><div>Drawing on Social Learning Theory and Cultural Intelligence Theory, this study explores how multicultural experiences are associated with creative teaching and how cultural intelligence and fear of failure may play a role in shaping this relationship. Data were collected from 334 lecturers using an online questionnaire, and the hypotheses were tested using PLS-SEM. The results show that multicultural experience is positively associated with creative teaching, with cultural intelligence appearing to function as a mediating variable and fear of failure being observed to moderate the relationship. Specifically, the study finds that higher levels of fear of failure are associated with a weaker positive relationship between multicultural experience and cultural intelligence on creative teaching. The study contributes to the literature by integrating both social learning and cultural intelligence perspectives, suggesting that cultural intelligence may serve as a mechanism linking multicultural exposure to creative teaching. Additionally, it provides insights into psychological factors, such as fear of failure that may relate to creative teaching efforts. Theoretical implications include extending the understanding of potential pathways through which multicultural experiences and cultural intelligence may relate to teaching, while practical implications point to the value of supporting educators and institutions should focus on enhancing multicultural experience and cultural intelligence, as well as addressing psychological barriers to foster creative teaching.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101924"},"PeriodicalIF":3.7,"publicationDate":"2025-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144662882","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":"Cross-cultural comparison of creative thinking in mathematics textbooks: A case study of high school mathematics textbooks in China, Japan, and South Korea","authors":"Ling Guohua ,&nbsp;Wu Xiaopeng ,&nbsp;Tang Jiamin","doi":"10.1016/j.tsc.2025.101917","DOIUrl":"10.1016/j.tsc.2025.101917","url":null,"abstract":"<div><div>Creative thinking is the core of students' creativity in the digital intelligence era and is crucial for developing students' mathematics literacy. In the mathematics curriculum, tasks in textbooks serve as a vital vehicle for cultivating students' creative thinking and have become a consensus in education reform across many countries. Analyzing the differences in how students' creative thinking develops in mathematics textbooks from different nations has gained increasing attention from the academic community. Students in China, Japan, and South Korea consistently outperform their Western counterparts in mathematics, and each country's educational development path is distinct. Accordingly, this study employed a continuous comparison method (Glaser &amp; Strauss, 1967) to modify Hadar and Tirosh's (2019) creative thinking framework, creating an analysis model suited for examining creative thinking tasks in high school mathematics textbooks. This model includes fourteen sub-categories across three broad themes: divergent thinking, convergent thinking, and horizontal thinking. The comparative analysis reveals that the mathematics tasks in textbooks from these three countries emphasize different aspects of developing students' creative thinking. Additionally, this research offers valuable insights for educators seeking to understand the variations in creative thinking within high school mathematics textbooks across nations. It also provides guidance for future textbook development—such as increasing both the number and proportion of creative thinking tasks, including more interdisciplinary creative thinking exercises—to further foster students' creative thinking abilities.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101917"},"PeriodicalIF":3.7,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144634239","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":"Cultural creative processes supported by collaborative stimulation: A card-based toolkit for team interaction rules incorporation","authors":"Defu Bao,&nbsp;Chentao Jia,&nbsp;Jie Ying,&nbsp;Guangrun Liu,&nbsp;Yuxiang Yu,&nbsp;Danni Shen,&nbsp;Chao li","doi":"10.1016/j.tsc.2025.101921","DOIUrl":"10.1016/j.tsc.2025.101921","url":null,"abstract":"<div><div>Card-based toolkits, a form of design support tool that utilizes cards as information carriers, play a significant role in facilitating creative thinking, problem-solving, and the process of systematic design methodologies. Now, superior team interaction is seen as one of the opportunities to improve toolkit stability and quality. Focusing on the field of cultural innovation, the study employed a five-phase workshop approach, grounded in theories of Collaborative Stimulation Theory, FBS (Function-Behavior-Structure) model, and three-level cultural theory. The research developed a card-based toolkit called CPD (Cultural-collaborative Project Deck) which consists of both physical cards and team interaction rules. Ultimately, five three-person teams conducted thematic design practices based on the CPD under three conditions: no design support, card support only, and both card and team collaboration support. The analysis was based on evaluations of team design fluency, innovation, feasibility, and quality of cultural expression. The findings indicate that both interaction and the toolkit can improve the fluency and quality of cultural creativity. Meanwhile, we were surprised to find that interaction can improve the cultural depth, richness, and abstract expression of the ideas for team outputs.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101921"},"PeriodicalIF":3.7,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144623860","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":"Does spatial ability affect students' learning performance in virtual reality environments? A study on desktop virtual reality systems","authors":"Shouchao Guo ,&nbsp;Yuqian Sun ,&nbsp;Xiao Wang","doi":"10.1016/j.tsc.2025.101923","DOIUrl":"10.1016/j.tsc.2025.101923","url":null,"abstract":"<div><div>Spatial ability is considered to be an effective predictor of student performance in STEM fields, and the educational benefits of Virtual Reality in STEM are becoming increasingly evident. However, it is not clear how students with different initial spatial ability benefit from virtual environment. The ability-as-enhancer hypothesis and the ability-as-compensator hypothesis explain the benefit difference of students with different initial spatial ability in virtual environment from the perspective of cognitive load. However, the existing research has not formed the teaching guidance on the participation of students with different initial spatial ability in virtual reality environment. This study first discusses the performance differences of students with different initial spatial ability in virtual reality environment, and examines the correlation between students' initial spatial ability and learning performance. We verify the training effect of virtual reality environment on spatial ability, and find that students with different initial spatial ability have similar learning performance. Then, through the delayed sequence analysis of student behavior, we found that students with high spatial ability tended to optimize the model, while students with low spatial ability focused on model design. This provides a new perspective for the teaching guidance of students with different initial spatial ability.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101923"},"PeriodicalIF":3.7,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144604689","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":"Origami-based collaborative spatial problem-solving: Multimodal observational study","authors":"Vitaliy Popov ,&nbsp;Yaoran Li ,&nbsp;Hanxiang Du ,&nbsp;Gaoxia Zhu ,&nbsp;Perla L. Myers ,&nbsp;Lisa M. Ridgley ,&nbsp;David C. Geary","doi":"10.1016/j.tsc.2025.101920","DOIUrl":"10.1016/j.tsc.2025.101920","url":null,"abstract":"<div><div>The study examined students' spatial collaborative problem-solving behaviors when engaging in a design task dependent on spatial reasoning. Thirty undergraduate students working alone and collaboratively were tested on performance differences in solving an origami Sonobe cube as an active hands-on spatial problem solving task. Epistemic network analysis and sequential pattern mining were conducted to reveal the relationships among collaborative problem solving behaviors and students' embodied engagement displayed in low - versus high-performing student pairs. The core findings were that successful student pairs (higher scores on their final sketches) engaged more in sketching and gesturing in their collaborative problem-solving process, whereas their less successful peers engaged more in trial-and-error or heuristic experimentation by manipulating the origami units. This study can contribute to developing specific pedagogical strategies that better prepare students for collaboration on tasks that require a high level of spatial cognition.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101920"},"PeriodicalIF":3.7,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144634238","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":"Group creativity: Divergent and convergent thinking during an inquiry- and design-based project in secondary education","authors":"Martina S.J. van Uum ,&nbsp;Petrie J.A.C. van der Zanden","doi":"10.1016/j.tsc.2025.101922","DOIUrl":"10.1016/j.tsc.2025.101922","url":null,"abstract":"<div><div>This study addresses group creativity of adolescents (aged 12 to 14 years). The aim is to shed light on their divergent and convergent thinking processes during an inquiry- and design-based project in secondary education. To meet this aim, we examined how divergent and convergent thinking emerged in students’ group conversations. Audio-recordings of 11 student groups over a one-hour session were transcribed and analyzed using thematic analysis. Our findings reveal that within a single lesson in which ideas were generated and visualized, instances of both divergent and convergent thinking patterns were found across student group conversations throughout the lesson. Regarding divergent thinking, students collaboratively expanded upon one another’s ideas, often engaging in a process that involved supporting, criticizing, rejecting or providing arguments for ideas. In addition, by clarifying the context, adolescents stimulated each other to generate or elaborate ideas. Convergent thinking patterns mostly included agreeing with each other’s ideas, and metacognitive utterances that involved stimulating one another to write down or draw ideas. Rejecting each other’s ideas appeared more difficult. As divergent and convergent thinking patterns often overlapped, the findings in the current study imply that divergent and convergent thinking cannot be considered separate stages, but ongoing and intertwined processes of generation and evaluation of ideas. Teachers are advised to address adolescent creative group processes by stimulating students to take into account end-users during divergent thinking, and to openly communicate their opinions during convergent thinking in secondary education.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101922"},"PeriodicalIF":3.7,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144714094","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 conceptualization and enactment of critical thinking across diverse curricula in higher education","authors":"Bünyamin Bavlı,&nbsp;Kübra Özdemir","doi":"10.1016/j.tsc.2025.101914","DOIUrl":"10.1016/j.tsc.2025.101914","url":null,"abstract":"<div><div>The literature covers studies on the definition, understanding, perceptions, and teaching of Critical Thinking (CT); however, few studies focus on the conceptualization and enactment of CT across diverse curricula in higher education. The current study aimed to explore how faculty members conceptualize and enact CT across diverse curricula in higher education. As the study sought to examine the personal perspectives of individuals, a phenomenological inquiry was employed to capture the essence and meaning of their experiences. In line with this, a diverse group of university teachers from different academic backgrounds, holding various academic titles, and engaged in diverse curricula across various higher education institutions was included in the study. Data were collected through semi-structured, in-person, and online interviews. Thematic analysis was used for data analysis. Based on the analysis, two core themes emerged: “Conceptualizing Critical Thinking (CT) Through Disciplinary Lenses” and “Teaching and Learning Process Management for CT Enactment.” The results revealed valuable insights that can enhance both the conceptualization and effective implementation of critical thinking within higher education.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101914"},"PeriodicalIF":3.7,"publicationDate":"2025-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144672268","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":"Can creative musical and mathematical thinking be developed among first and second graders?","authors":"Libby Azaryahu ,&nbsp;Orit Broza ,&nbsp;Ofek Sasson ,&nbsp;Sara Hershkovitz ,&nbsp;Esther Adi-Japha","doi":"10.1016/j.tsc.2025.101916","DOIUrl":"10.1016/j.tsc.2025.101916","url":null,"abstract":"<div><h3>Background</h3><div>Multidisciplinary education and creative thinking are significant components of 21st-century skills. However, limited research exists on the impact of multidisciplinary STEAM initiatives on creativity in primary schools, particularly in the first and second grades.</div></div><div><h3>Aims</h3><div>This study investigates the development of creative thinking in math and music among first- and second-grade students through an integrated study program.</div></div><div><h3>Sample</h3><div>The study involved 206 students.</div></div><div><h3>Methods</h3><div>Four classes (two first-grade and second-grade classes) participated in the intervention group (MusiMath, <em>n</em> = 106) and four peer classes served as a control group (<em>n</em> = 100). All students received 3 MusiMath lessons and were assessed for baseline; the intervention groups had an additional 7 MusiMath lessons, and all students were assessed at lessons 6 and 9. The MusiMath program integrates music and mathematics with a focus on creative thinking. All students engaged in open-ended tasks linking musical properties to mathematical patterns and symmetry, which were analyzed for fluency, flexibility, and originality.</div></div><div><h3>Results</h3><div>The study’s three assessments revealed that students in the intervention group demonstrated a significant increase in flexibility in their musical creative thinking, although originality declined over time in both groups, possibly due to increased familiarity with the creativity tasks. In mathematics, second graders in the intervention group showed the most notable gains in both fluency and flexibility. While their level of originality remained stable, the control group exhibited a consistent decline in originality across timepoints.</div></div><div><h3>Conclusions</h3><div>The study demonstrates the possibility of employing a multidisciplinary approach to develop creative thinking within both subject areas of the elementary school curriculum.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101916"},"PeriodicalIF":3.7,"publicationDate":"2025-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144597020","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":"Reversing the alternate uses task","authors":"Alisa Scherbakova ,&nbsp;Denis Dumas ,&nbsp;Sofiia Kagan ,&nbsp;Theadora Vlaamster ,&nbsp;Selcuk Acar ,&nbsp;Peter Organisciak","doi":"10.1016/j.tsc.2025.101915","DOIUrl":"10.1016/j.tsc.2025.101915","url":null,"abstract":"<div><div>Divergent thinking tests have been widely used to identify creative potential and have demonstrated meaningful predictive power. However, these measures are often criticized for employing unrealistic tasks that might not elicit creative thinking processes similar to real-world creative problems. The goal of the present study was to construct and validate a new measure of divergent thinking, the Reverse Alternate Uses Test (rAUT), by reversing the prompts of the Alternate Uses Test (AUT) and asking participants to generate objects for mundane uses rather than surprising uses for objects in order to make the items more goal-driven. The sample consisted of 240 undergraduate students who responded to the rAUT. We aimed to examine whether the originality and elaboration components of the new instrument can be reliably scored by an automatic artificial intelligence scoring system (Ocsai). Nine items of rAUT have shown good internal consistency reliability for originality, fluency, and elaboration scores (α = 0.88, α = 0.89, α = 0.88, respectively). Automatic originality scoring system demonstrated high levels of inter-rater reliability with three human raters (α =0.947). To examine the internal validity and latent structure of the rAUT vis-à-vis the AUT, we applied a six-factor confirmatory factor model. The model indicated a good fit, with CFI = 0.907 and RMSEA = 0.05. In line with our predictions, rAUT elicited statistically more original and less elaborated responses than AUT. In line with our predictions, rAUT elicited statistically more original and less elaborated responses than AUT. Noteworthy, time-on-task also showed a statistically higher correlation with originality scores on rAUT, than AUT.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"58 ","pages":"Article 101915"},"PeriodicalIF":3.7,"publicationDate":"2025-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144588632","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}