Thinking Skills and Creativity最新文献

{"title":"Why do you think you are creative? An analysis of sources and correlates of creative self-concept judgements","authors":"Mathias Benedek ,&nbsp;Janika Saretzki ,&nbsp;Izabela Lebuda","doi":"10.1016/j.tsc.2025.101813","DOIUrl":"10.1016/j.tsc.2025.101813","url":null,"abstract":"<div><div>Judging one's creativity compared to others is a complex task, which raises the question of what information people rely on when making these judgements. We studied a sample of 400 people who assessed their creativity on a percentile-type scale (0–100) relative to others (i.e., global creative self-concept; CSC), justified their judgements openly, and completed several other measures of CSC, real-life creativity, Big-5 personality as well as traits that are known to influence self-assessments (e.g., self-esteem, narcissism, and tendency for social comparison). The global CSC self-assessment was highly related to other domain-general CSC measures but still was associated more strongly with CSC in some domains (e.g., visual arts) compared to others (e.g., scientific creativity). Justifications of CSC self-assessments were analyzed in the context of Bandura's four sources of information, which revealed that mastery experience was the most salient source for these judgements. In fact, higher CSC was related to recalling more mastery experiences and mentioning fewer (often negative) vicarious experiences. Results further showed that CSC was correlated more to creative activities than to creative achievements, and was related to higher openness, self-esteem, self-concept clarity, narcissism and lower tendency for social comparisons. In sum, findings offer insights into how personal experiences, besides broader personality traits, contribute to viewing oneself as more versus less creative.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101813"},"PeriodicalIF":3.7,"publicationDate":"2025-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143600938","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":"Enhancing primary students’ language creativity through reading book-length fairy tale fiction in a computer-enriched environment","authors":"Juan Wu ,&nbsp;Meng Li ,&nbsp;Zhiying Wang ,&nbsp;Xiang Hu","doi":"10.1016/j.tsc.2025.101814","DOIUrl":"10.1016/j.tsc.2025.101814","url":null,"abstract":"<div><div>Creativity is a core competency for students to adapt to the needs of society and to promote social progress in the 21st century. Reading has been suggested as a potential way to cultivate and enhance students’ language creativity. However, few studies have explored effective methods to improve students’ creativity through book-length fiction in computer-assisted environments. The objective of this study was to develop a generative reading method for reading book-length fairy tale fiction in a computer-enriched classroom setting and to investigate its impact on primary school children's creativity. Two intact classes in the second grade of a Chinese primary school were recruited and randomly assigned to two groups: the experimental group (<em>n</em> = 34) and the control group (<em>n</em> = 32). The experimental group engaged in creativity promotion-based generative reading of book-length fairy tale fiction in a computer-enriched classroom setting, whereas the control group read the fiction through a conventional technology-supported reading approach in the computer classroom. The results indicated that generative reading can enhance creative performance, especially in terms of flexibility and originality. Conversely, conventional technology-supported reading can better increase students’ scores on Chinese knowledge tests. This study expands the theoretical framework of “creativity-enhanced by generative-reading” and presents a book-length fiction reading instruction method to promote language creativity through book-reading.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101814"},"PeriodicalIF":3.7,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143621441","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":"How do familial creative climate influence creative scientific problem finding of adolescents: Chain mediation effects of intrinsic motivation for science and conceptual complexity","authors":"Min Li ,&nbsp;Shuoqi Xiang ,&nbsp;Huan Zhang ,&nbsp;Yuanjing Lyu ,&nbsp;Zexuan Jiang ,&nbsp;Qianqiu Zhao ,&nbsp;Lan Feng ,&nbsp;Weiping Hu","doi":"10.1016/j.tsc.2025.101812","DOIUrl":"10.1016/j.tsc.2025.101812","url":null,"abstract":"<div><div>Prior research suggests supportive familial environments can positively impact adolescent creativity. However, it remains unclear whether a familial creative climate, the psychological atmosphere where creativity is encouraged within a family, can enhance adolescents’ ability to identify novel and meaningful scientific problems. Guided by the Ecological Systems Model of Creativity Development, which proposes that individual creativity is shaped by person-environment interactions, this study examines how familial creative climate influences adolescents' creative scientific problem finding through intrinsic motivation for science and conceptual complexity. The network analysis further explored the interactions between these variables. The sample included 610 Chinese secondary students who completed digital surveys. Structural equation modeling revealed that familial creative climate exerted a full indirect positive effect on creative scientific problem finding., mediated either by intrinsic motivation for science or a chain involving both intrinsic motivation and conceptual complexity. Correlation network analysis further highlighted the central roles of encouragement to experience novelty and variety, the proposition of conceptual complexity, and the fluency of creative scientific problem finding in driving these mechanisms. These findings confirm the significance of familial creative climate in nurturing adolescent creative scientific problem finding and provide insights into the complex interplay between familial and personal factors.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101812"},"PeriodicalIF":3.7,"publicationDate":"2025-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143686279","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-domain analogical reasoning ability links functional connectome to creativity","authors":"Lin Yang ,&nbsp;Rongcan Zeng ,&nbsp;Xueyang Wang ,&nbsp;Jing Chen ,&nbsp;Jing Gu ,&nbsp;Jiaxin Fan ,&nbsp;Jiang Qiu ,&nbsp;Guikang Cao","doi":"10.1016/j.tsc.2025.101808","DOIUrl":"10.1016/j.tsc.2025.101808","url":null,"abstract":"<div><div>Cross-domain analogical reasoning (CAR) is a potent cognitive tool that links seemingly unrelated knowledge domains, fostering creative thinking by identifying similarities across different fields. This study aimed to identify functional connectomes encoding individual variations in CAR abilities and assess their role in creativity. Participants included 69 typical university students who underwent resting-state brain MRI scans and behavioral tests. These tests assessed both CAR and within-domain analogical reasoning (WAR) abilities using verbal analogy tasks in the A:B::C:D format and measured individual creativity levels using the Alternative Uses Test (AUT). We employed a connectome-based predictive modeling (CPM) approach, utilizing the Power264 brain atlas to identify functional connectomes supporting CAR abilities. The CPM analysis indicated that the positive network model could reliably predict individual CAR scores. Functional anatomy and lesion analysis revealed that functional connectivity was broadly distributed across the brain. However, the default mode network, along with specific internetwork connections—such as between the salience and sensory/somatomotor mouth networks, and between the fronto-parietal task control and cingulo-opercular task control networks—showed preferential involvement. Moreover, mediation analysis suggested that CAR mediates the influence of brain functional connectomes on creativity. Our research provides evidence for functional neural markers of CAR and reveals a potential neuropsychological pathway for predicting creativity, whereby brain functional connectomes support creativity through CAR.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101808"},"PeriodicalIF":3.7,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143563587","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":"Investigation of seventh-grade students' performance in translating among multiple representations of fractions","authors":"Osman Birgin ,&nbsp;Emine Eryılmaz","doi":"10.1016/j.tsc.2025.101809","DOIUrl":"10.1016/j.tsc.2025.101809","url":null,"abstract":"<div><div>The aim of this study was to investigate seventh-grade students’ performance in translating among multiple representations of fractions (symbolic, linguistic/verbal, visual, realistic). The participants consisted of 243 seventh-grade students (12–13 years old) from a public middle school in western Türkiye. Data were collected via the multiple representation translation instrument for fractions, which consisted of fifteen written response questions. The students' responses to the questions were scored according to the rubric. The data were analyzed via SPSS 17.0 with descriptive statistics, Friedman's test and the Wilcoxon signed rank test. The results of the study indicated that students' translation performance differed significantly among the multiple representations of fractions. The area models were used significantly more often than the set, length, and volume models for the visualization of fractions. Students performed significantly better in translating the symbolic-visual representations of fractions than in translating the linguistic-visual and realistic-visual representations. Compared with the length and volume models, the students performed better in translating from the area and set models of fractions to symbolic, linguistic, and realistic representations.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101809"},"PeriodicalIF":3.7,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143549059","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 creativity and cognitive skills in healthcare curricula: Recommendations from a modified delphi study on virtual reality integration","authors":"Matthew Pears ,&nbsp;Panagiotis Antoniou ,&nbsp;Eirini Schiza ,&nbsp;Maria Matsangidou ,&nbsp;Constantinos S. Pattichis ,&nbsp;Panagiotis D. Bamidis ,&nbsp;Stathis. Th. Konstantinidis","doi":"10.1016/j.tsc.2025.101810","DOIUrl":"10.1016/j.tsc.2025.101810","url":null,"abstract":"<div><div>The incorporation of Virtual Reality (VR) into healthcare education presents significant opportunities to enhance creativity, critical thinking, and overall learning outcomes, yet comprehensive frameworks to guide its implementation remain sparse. To address this gap, this study employed a three-round modified Delphi process with international healthcare and technology experts, aiming to establish evidence-based guidelines for effectively integrating reusable VR resources into healthcare curricula. In Round 1, nine thematic categories emerged from open-ended questions, encompassing theoretical frameworks, instructional design, resource development, and organizational strategies. In Round 2, 62 statements derived from these themes were refined and rated by experts, focusing on key elements such as managing cognitive load, improving learner engagement, and fostering affective and psychomotor skills. Round 3 validated and prioritized the recommendations, aligning them with models like the Cognitive-Affective Model of Immersive Learning (CAMIL). Key results include practical strategies to enhance learning across cognitive, affective, and psychomotor domains, ensuring that VR resources are co-created with learners, integrate smoothly into existing systems, and leverage immersive learning analytics to continuously assess and optimize their impact. By offering structured guidance on pedagogical approaches, theoretical underpinnings, and resource design, this study provides educators and policymakers with actionable tools for evaluating, scaling, and critically comparing VR applications in healthcare education. Ultimately, these recommendations support VR's transformative role in reimagining healthcare training, encourage the development of creative problem-solving skills among learners, and call for sustained academic inquiry to fully realize VR's benefits in this field.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101810"},"PeriodicalIF":3.7,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143549060","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":"Does ICT matter for complex problem-solving competency? A multilevel analysis of 33 countries and economies","authors":"Fu Chen ,&nbsp;Yichi Liu ,&nbsp;Yizhu Gao ,&nbsp;Ying Cui ,&nbsp;Qin Wang ,&nbsp;Chang Lu","doi":"10.1016/j.tsc.2025.101805","DOIUrl":"10.1016/j.tsc.2025.101805","url":null,"abstract":"<div><div>Despite a substantial body of research examining the relationships between ICT-related factors and student academic performance, there exists a notable gap in the literature regarding how students’ ICT use is associated with their complex problem-solving competency. This study aims to address this gap by exploring the connections between complex problem-solving competency and various ICT-related factors both in the home and school contexts. To unravel these relationships, this study employed a three-level multilevel modeling (MLM) analysis to analyze a large-scale dataset gathered from 33 countries and economies participating in the Program for International Student Assessment (PISA) in 2012. The final sample for data analysis included 194,701 14-year-old students from 900 schools. The results of the MLM analysis demonstrated that students who exhibited a greater openness for problem-solving were more likely to be complex problem-solving competent. However, the ICT availability at school and home and the ICT use intensity at school were negatively related to students’ complex problem-solving performance. Overall, in comparison with the factors within the student/home context, school ICT-related factors are less strongly associated with student complex problem-solving competency. Possible explanations for and implications of the findings were discussed.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101805"},"PeriodicalIF":3.7,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143563586","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":"Synthesizing cognitive mathematics learning taxonomies","authors":"Ozge Gun ,&nbsp;Michael J. Bossé","doi":"10.1016/j.tsc.2025.101796","DOIUrl":"10.1016/j.tsc.2025.101796","url":null,"abstract":"<div><div>This paper synthesizes twenty-one educational taxonomies tailored primarily for mathematics education. By integrating general cognitive frameworks such as Bloom's Taxonomy and Webb's Depth of Knowledge with mathematics-specific models like Smith et al.’s MATH Taxonomy and Pirie-Kieren's Model of Mathematical Understanding, we develop a synthesized taxonomy (ST) that bridges the gap between content mastery and higher-order cognitive processes. The ST features six hierarchical levels to promote deeper cognitive engagement, support curriculum design, enhance assessments, and foster interdisciplinary integration. The ST addresses gaps in existing taxonomies by aligning task complexity with cognitive processes, accommodating non-linear learning, and emphasizing real-world applications and creativity. It offers practical implications for curriculum differentiation, teacher professional development, adaptive learning technologies, and research on learning progressions. In conclusion, this synthesized taxonomy advances mathematics education by offering a flexible, comprehensive framework that supports foundational knowledge and complex problem-solving skills, better preparing students for the demands of a rapidly evolving world. While promising, the ST faces challenges related to implementation complexity, resource needs, and empirical validation.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101796"},"PeriodicalIF":3.7,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143549056","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":"Contextualizing critical thinking in South Korea's national curriculum: A cultural and educational perspective","authors":"Kyunghee So","doi":"10.1016/j.tsc.2025.101797","DOIUrl":"10.1016/j.tsc.2025.101797","url":null,"abstract":"<div><div>Critical thinking (CT) is increasingly recognized as a global educational imperative. However, its implementation and interpretation are significantly influenced by local cultural contexts. This study examines how CT is integrated and understood within South Korea's national curriculum framework. Using both quantitative and qualitative content analyses of recent curriculum revision documents, the study finds that, while the term ‘critical thinking’ is not explicitly highlighted in the national curriculum, its three components—cognitive skills, dispositions, and critical actions—are incorporated across various subject curricula in alignment with the nation's long-standing communal values. The findings further reveal that, although critical actions are partially reflected in CT education, the primary emphasis is placed on cognitive skills (e.g., interpretation and analysis) and dispositions (e.g., inquisitiveness). These components are actively integrated into subject-specific content, contributing to a shift away from traditional rote-learning practices. These results challenge the stereotype that the emphasis on communal values in Asian cultures inherently limits the cultivation of CT, suggesting instead that communal values and CT are not necessarily mutually exclusive. Furthermore, the study indicates that CT is most effectively developed when addressed in an integrated manner within subject-specific contexts, and such integration also enhances students’ understanding of subject matter.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101797"},"PeriodicalIF":3.7,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143511930","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":"How is teachers’ critical thinking defined, approached, measured, and evaluated in empirical studies? A methodological review","authors":"Wei Liao ,&nbsp;Wei Liu ,&nbsp;Rui Yuan","doi":"10.1016/j.tsc.2025.101795","DOIUrl":"10.1016/j.tsc.2025.101795","url":null,"abstract":"<div><div>This review systematically analyzes the research methodologies in 98 peer-reviewed articles on teachers’ critical thinking published between 2011 and 2021. The analysis was guided by one overarching research question: How is teachers’ critical thinking defined, methodologically approached, measured, and evaluated in empirical studies? The results show that teachers’ critical thinking 1) lacks a clear definition, particularly with regard to the uniqueness of teachers’ professional work; 2) is mainly studied using quantitative research methodologies and identified as a dependent variable; 3) is measured using multiple types of instruments that exhibit different levels of validity and reliability, including questionnaires, tests, interview protocols, observation forms, and writing tasks; and 4) is predominantly evaluated using within-sample comparisons and criteria-based assessments. These research findings provide a critical description of the methodological landscape of the literature on teachers’ critical thinking and highlight necessary lines of inquiry for future research.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101795"},"PeriodicalIF":3.7,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143549057","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}