Thinking Skills and Creativity最新文献_第3页

The role of openness to experience in innovating teaching and instruction through leader-member exchange and teacher creativity 通过领导与成员的交流和教师的创造力，开放经验在教学和教学创新中的作用

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-04-07 DOI: 10.1016/j.tsc.2025.101834

Donnie Adams , Mehmet Şükrü Bellibaş , Vasu Muniandy , Marcus Pietsch

{"title":"The role of openness to experience in innovating teaching and instruction through leader-member exchange and teacher creativity","authors":"Donnie Adams , Mehmet Şükrü Bellibaş , Vasu Muniandy , 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}

引用次数: 0

Introducing the inventory of creative activities for young adolescents: An adaption and validation study 介绍青少年创造性活动量表：一项适应与验证研究

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-04-07 DOI: 10.1016/j.tsc.2025.101836

S. Weiss , A.-K. Jaggy , B. Goecke

{"title":"Introducing the inventory of creative activities for young adolescents: An adaption and validation study","authors":"S. Weiss , A.-K. Jaggy , B. Goecke","doi":"10.1016/j.tsc.2025.101836","DOIUrl":"10.1016/j.tsc.2025.101836","url":null,"abstract":"<div><div>The measurement of everyday creative activities has been a widely applied measure of creativity in adult samples in order to investigate the relationship with creative potential and creative achievements. Despite the importance of creative activities for the development of achievements the assessment mostly focuses on adults. In the study at hand, we develop a questionnaire for adolescents and provide results regarding its structural, convergent, and predictive validity in a sample of <em>n</em> = 423 talented students from sixth and seventh grade. We show structural validity of the theoretically derived factor structure including six content domains (literature, handicrafts, fine arts, performing arts, music, and technology). Furthermore, we provide proof of convergent validity given the correlation of creative activities with divergent thinking as well as predictive validity regarding creative achievements. We discuss the findings in the light of previous studies including adult samples and summarize recommendations for the application of the measurement of creative activities in gifted students as well as in more general student populations.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101836"},"PeriodicalIF":3.7,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143829603","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}

引用次数: 0

Creative embodied learning about different identities 创造性地学习不同的身份

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-04-05 DOI: 10.1016/j.tsc.2025.101833

Nicoletta Cappello , Dolors Cañabate Ortiz

引用次数: 0

A novel approach to measuring creative analogical fluency in Chinese using advanced language models 运用先进的语言模型测量汉语创造性类比流利性的新方法

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-04-05 DOI: 10.1016/j.tsc.2025.101826

Shan Li , Kaixu Yi , Jie Cao , Tao Li , Yiwei He , Guozhu Ding

引用次数: 0

The relationship between creative self-concept and activities of Japanese junior high and high school students: A two-year longitudinal study 日本初中生创造性自我概念与活动的关系：一项为期两年的纵向研究

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-04-04 DOI: 10.1016/j.tsc.2025.101831

Chiaki Ishiguro , Kazuki Matsumoto , Takumitsu Agata , Takeshi Okada

{"title":"The relationship between creative self-concept and activities of Japanese junior high and high school students: A two-year longitudinal study","authors":"Chiaki Ishiguro , Kazuki Matsumoto , Takumitsu Agata , Takeshi Okada","doi":"10.1016/j.tsc.2025.101831","DOIUrl":"10.1016/j.tsc.2025.101831","url":null,"abstract":"<div><div>The construct of creative self-concept has recently gained attention for its role in fostering creativity. While the positive influence of creative self-concept on creative behavior and achievement has been empirically investigated, the reciprocal process by which creative behavior shapes creative self-concept remains underexplored. This study conducted three longitudinal assessments at six-month intervals with 474 students from a combined junior high and high school in Japan. Applying the framework of the reciprocal effects model of self-concept, this study examined how creative behavior and creative self-concept—specifically, creative self-efficacy and creative personal identity—interact over time. Structural equation modeling results supported the hypothesis that creative behavior positively influences both creative self-efficacy and creative personal identity. In line with prior research, these findings suggest a mutually reinforcing relationship between creative behavior and creative self-concept. Educational programs should incorporate creative activities to enhance students’ creative self-concept and foster their overall and creative development.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101831"},"PeriodicalIF":3.7,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143837879","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}

引用次数: 0

Adaptors’ and innovators’ failure tolerance and innovative tendencies in design-based learning 基于设计的学习中适应者和创新者的失败容忍度与创新倾向

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-04-04 DOI: 10.1016/j.tsc.2025.101832

Nachamma Sockalingam , Shu Yuan Liu , Qian Huang , Ameek Kaur , Thijs Willems

{"title":"Adaptors’ and innovators’ failure tolerance and innovative tendencies in design-based learning","authors":"Nachamma Sockalingam , Shu Yuan Liu , Qian Huang , Ameek Kaur , Thijs Willems","doi":"10.1016/j.tsc.2025.101832","DOIUrl":"10.1016/j.tsc.2025.101832","url":null,"abstract":"<div><div>Creativity and innovation are essential skills for navigating today's volatile, uncertain, complex, and ambiguous world. This study examines students’ Innovative Tendencies and Failure Tolerance in a Design-Based Learning (DBL) course at a Singaporean university. Grounded in the premise that DBL fosters both traits and that Failure Tolerance underpins Innovativeness, we administered the Kirton Adaption-Innovation Inventory (KAI) and the School Failure Tolerance (SFT) scale to 240 students at the start and end of the course. Post-data collection, students were categorized as Adaptors and Innovators based on their overall KAI score. Results indicate that Adaptors and Innovators differed in their Failure Tolerance. Innovators have higher Affect (emotional resilience) but lower Action (structured problem-solving response) than Adaptors. While overall KAI scores remain unchanged after DBL, deeper analysis revealed a shift: Adaptors’ Innovative Tendencies <em>increased</em>, while Innovators’ Innovative Tendencies <em>decreased</em>. Additionally, students became more Failure-tolerant over the DBL course, particularly in terms of Preferred Difficulty. These results suggest that DBL fosters the development of both traits, and that Failure Tolerance alone does not fully account for Innovativeness. By disentangling dimensions of Failure Tolerance and linking them to Innovative Tendencies, this study adds granularity to existing models of innovation development in educational settings.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101832"},"PeriodicalIF":3.7,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143823331","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}

引用次数: 0

Mediation effect of scientific competency on relationship between inductive reasoning and domain-general and domain-specific problem solving 科学胜任力对归纳推理与领域一般性和特定问题解决关系的中介作用

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-04-03 DOI: 10.1016/j.tsc.2025.101830

Azizul Ghofar Candra Wicaksono , Erzsébet Korom

{"title":"Mediation effect of scientific competency on relationship between inductive reasoning and domain-general and domain-specific problem solving","authors":"Azizul Ghofar Candra Wicaksono , Erzsébet Korom","doi":"10.1016/j.tsc.2025.101830","DOIUrl":"10.1016/j.tsc.2025.101830","url":null,"abstract":"<div><div>This study investigated the role of scientific competency in mediating the relationship between inductive reasoning and problem-solving. Two types of problem solving, complex problem solving and science problem solving, were used to understand problem-solving mechanisms comprehensively. The participants were 1232 Indonesian high school students (M<sub>age</sub> = 16.79 years; <em>SD</em> = 0.98; 36.6 % boys and 63.4 % girls). The MicroDYN test was used to measure complex problem-solving (CPS) along with science problem-solving (SPS). The other instruments were the inductive reasoning (IR) and scientific competency (SC) tests. The results indicated that SC mediated the relationship between IR with CPS and SPS simultaneously (β = 0.35, <em>SE</em> = 0.07, <em>p</em> < .001, CI<sub>(95 %)</sub> = [.24, 0.47]; β = 0.36, <em>SE</em> = 0.07, <em>p</em> < .01, CI<sub>(95 %)</sub> = [.26, 0.47], respectively). Our conclusion is that IR is relevant in supporting the dynamics of problem-solving, and it is mediated by SC. Implications and recommendations for further research are discussed.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101830"},"PeriodicalIF":3.7,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143851925","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}

引用次数: 0

Training from experiential learning's vision to acquire Design Thinking as a thought process 从体验式学习的视角出发，将设计思维作为一种思维过程进行训练

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-04-03 DOI: 10.1016/j.tsc.2025.101829

Cecilia Challiol , Andrés Rodriguez , Alejandra Garrido

{"title":"Training from experiential learning's vision to acquire Design Thinking as a thought process","authors":"Cecilia Challiol , Andrés Rodriguez , Alejandra Garrido","doi":"10.1016/j.tsc.2025.101829","DOIUrl":"10.1016/j.tsc.2025.101829","url":null,"abstract":"<div><div>Design Thinking (DT) has grown significantly in popularity in recent years. In Software Engineering, it can have a significant impact because it facilitates a deep understanding of user needs. However, the use of DT in software solutions becomes challenging because of the wide range of DT frameworks and resources available. Moreover, there is a lack of training in DT oriented to software developers while extensive practice is needed to design and run DT workshops for software solutions. This paper contributes with a conceptual framework that combines the DT teaching-learning process with experiential learning cycles at the micro level (of each activity) and macro level (about the whole DT experience). The experiential learning cycles allow gaining meaningful learning, so our framework offers a way to acquire DT as a thought process. In particular, our framework contains a DT-applying activity as part of the DT training process, in which trainees transfer the DT gained knowledge and design their own DT solution in a single training session. Two workshops were performed using our conceptual framework, with two different modalities, face-to-face and virtual. This paper describes these workshops in detail and analyses the data collected that validate our framework with positive results.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101829"},"PeriodicalIF":3.7,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143776501","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}

引用次数: 0

Markers of creative potential in girls and boys during mathematics and language lessons: An observational study 数学和语言课程中女孩和男孩创造潜力的标记：一项观察性研究

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-04-02 DOI: 10.1016/j.tsc.2025.101828

Jacek Gralewski, Aleksandra Gajda

{"title":"Markers of creative potential in girls and boys during mathematics and language lessons: An observational study","authors":"Jacek Gralewski, Aleksandra Gajda","doi":"10.1016/j.tsc.2025.101828","DOIUrl":"10.1016/j.tsc.2025.101828","url":null,"abstract":"<div><div>This study explores behaviors associated with creative potential (i.e.<em>,</em> creative potential markers) among high school students in mathematics and language lessons, with an emphasis on gender differences. The research involved 176 high school students and 12 teachers from six schools - from various regions of Poland. Using direct observation and a structured observation protocol, the study identified four key types of creative potential markers: (1) questioning others’ views and generating alternative solutions, (2) public presentation of creative products, (3) public presentation of personal views, and (4) demonstrating openness to new information and perspectives. The results revealed that students’ behaviors associated with the public presentation of personal views were less frequently observed in mathematics lessons than in language lessons. No statistically significant differences were found in the frequency of other types of creative potential markers between mathematics and language lessons. Boys demonstrated greater openness to new information and perspectives, but only in mathematics. No statistically significant differences were observed in the frequency of creative potential markers based on students’ gender in language lessons. These findings suggest that educational practices should be adapted to foster creativity across different subjects and address gender-specific tendencies in creative expression.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101828"},"PeriodicalIF":3.7,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143835240","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}

引用次数: 0

Revisiting the Thinking Creatively with Sounds and Words test 50 years later: Sound stimuli for assessing creative potential in childhood 50年后重新审视声音和文字的创造性思维测试：评估儿童创造潜力的声音刺激

IF 3.7 2区教育学

Thinking Skills and Creativity Pub Date : 2025-04-01 DOI: 10.1016/j.tsc.2025.101822

María-Pino Díaz-Pereira, Ana Estévez-González, María-Carmen Ricoy, Joseba Delgado-Parada

{"title":"Revisiting the Thinking Creatively with Sounds and Words test 50 years later: Sound stimuli for assessing creative potential in childhood","authors":"María-Pino Díaz-Pereira, Ana Estévez-González, María-Carmen Ricoy, Joseba Delgado-Parada","doi":"10.1016/j.tsc.2025.101822","DOIUrl":"10.1016/j.tsc.2025.101822","url":null,"abstract":"<div><div>The assessment of children's creativity is dominated by instruments that use stimuli and tasks of a visual or linguistic nature. Fifty years later, we revisited the Thinking Creatively with Sounds and Words (TCSW) test, Sounds and Images subtest, to analyse the originality of the mental images evoked by sound stimuli in children and to know their topography, compared with the visual-figurative creative potential through the ‘Test de Creatividad Infantil’ [Children's Creativity Test] (TCI). The study involved 310 Spanish schoolchildren (4–12 years old). Using a mixed methodology, the results of both instruments (TCSW and TCI tests) were correlated and analysed according to gender and educational stage. The impact on originality of novelty/complexity and a progressive warm-up was also examined. Finally, 3720 mental images evoked from the sound stimuli were characterised. The results show weak but significant positive correlations between the scores obtained in both instruments. Gender showed no relationship with the level of creative potential. According to the educational stage, mean scores were significantly higher in younger students. Considering gender and educational stage, overlapping typologies were identified in the most frequent images and specific profiles in the most original responses. The novelty/complexity of the sound stimuli influenced the originality of the images, whereas the effect of the progressive warm-up depended on the nature of the stimulus. The analysis of the responses showed that means of transportation was the most recurrent category. Significant differences in the responses according to gender (e.g., war sounds) and educational stage (e.g., animals) were identified.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101822"},"PeriodicalIF":3.7,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143814926","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}

引用次数: 0