Thinking Skills and Creativity最新文献

{"title":"Is video modeling with small group instruction effective? Teaching the skills of using waste materials to individuals with multiple disabilities","authors":"Evgin Çay ,&nbsp;Burak Bozak","doi":"10.1016/j.tsc.2025.101854","DOIUrl":"10.1016/j.tsc.2025.101854","url":null,"abstract":"<div><div>Leisure time skills play a crucial role in enhancing the quality of life, social participation, and independence of individuals with multiple disabilities, as they provide meaningful engagement and opportunities for self-expression While some previous studies have focused on teaching leisure skills using video prompting, limited research has explored the use of video modeling combined with waste materials in a small group format. In line with this, this study aims to teach individuals with multiple disabilities the skills of using waste materials using a video modeling with small group instruction. The study involved three participants (ages 11–14) with intellectual disabilities, cerebral palsy, and various health conditions (e.g., epilepsy, etc.). A multiple-probe design across behaviors was used to evaluate video modeling intervention effectiveness. The video modeling sessions were conducted in a small group format, consisting of three students and one practitioner. The effectiveness of the intervention was assessed using visual analysis for PND and an online tool for the statistical analysis of Tau-U effect size. The findings indicated that implementing video modeling in a small group format was effective in teaching the participants of this study how to make a caterpillar from an egg carton, a butterfly using a paper roll, and a tree using pencil scraps. Furthermore, the participants maintained the skills they acquired for 1, 3, and 4 weeks post-intervention and successfully generalized them to different environments and individuals. However, the study is limited by its small number of participants and relatively short follow-up period, necessitating further research to explore long-term effects and broader applicability.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101854"},"PeriodicalIF":3.7,"publicationDate":"2025-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143902005","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 Reading's Impact on EFL Learners' Critical Thinking and Reading Comprehension","authors":"Gholamhossein Shahini ,&nbsp;Seyyed Morteza Hashemi Toroujeni ,&nbsp;Mohammad Reza Ebrahimi","doi":"10.1016/j.tsc.2025.101855","DOIUrl":"10.1016/j.tsc.2025.101855","url":null,"abstract":"<div><div>Evolving trends of the new millennium towards being equipped with particular skills stipulate that individuals are obliged to procure critical thinking skills (henceforth CTSs) for their intellectual development. Cultivation of creativity in pedagogies contributes to sustaining critical thinking. Considering age and gender stereotypes, the current research set out to cast light on whether EFL learners’ CTSs and reading comprehension skills (henceforth RCSs) can be ameliorated through employing creative reading practices to help learners think beyond the conventional boundaries to fully grasp the author's intent and derive meaningful insights. To achieve the goals, sixty homogeneous EFL learners were randomly distributed to control and experimental groups within a framework of quantitative and true-experimental method using pre and post-test design. Before the intervention, the pre-tests revealed no statistically significant difference between CTSs and RCSs of the two groups. Over three months, experimental group (EG) (n=28) and control group (CG) (n=32) received creative reading and regular reading instructions, respectively. At the end of the instructions, the results demonstrated a statistically significant difference between the level of CTSs and RCSs of two groups. Based on the findings, the EG's CTSs and RCSs improved after receiving the intervention, although no significant improvement was found between performances of CG on pre- and post-tests. Furthermore, the older EFL learners of EG outperformed younger ones, though male and female learners did the same. These findings highlight the effectiveness of creative reading in fostering critical thinking and comprehension skills in EFL contexts, suggesting valuable pedagogical implications for educators seeking to enhance learners' cognitive abilities. This research contributes to the field by demonstrating that creative reading practices significantly enhance critical thinking and reading comprehension skills among EFL learners, suggesting that integrating creativity into language pedagogy can lead to improved cognitive outcomes and better prepare learners for complex intellectual challenges.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101855"},"PeriodicalIF":3.7,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143936999","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":"Ever-present cognitive diversity: The mediating role of sentimentality and creative self-efficacy in achieving ambidextrous behavior","authors":"Paola S. Arce-López,&nbsp;Dainelis Cabeza-Pullés,&nbsp;Antonia Ruiz-Moreno,&nbsp;Teresa Ortega-Egea","doi":"10.1016/j.tsc.2025.101856","DOIUrl":"10.1016/j.tsc.2025.101856","url":null,"abstract":"<div><div>Previous research has not determined whether perceived cognitive diversity translates into an advantage. This study explores empirically the relationship of cognitive diversity to ambidexterity. It analyzes not only the direct but also the indirect influence through employees’ behavior and traits (creative self-efficacy and sentimentality) that improve the capability of being ambidextrous. We ground this study in self-efficacy theory, and trait activation theory, which studies personality traits (sentimentality) in context (cognitive diversity) and latent inclination to behave in a specific manner (ambidextrous behavior). We used structural equations modeling (SEM) with data from a sample of 211 public employees. The results show both a positive direct effect of perceived cognitive diversity on ambidextrous behavior and a mediating effect of behavior and traits on the relationship. Self-efficacy and sentimentality are attitudes that must be managed jointly with diversity, so that they are not can make them a factor that threatens employees’ ambidexterity.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101856"},"PeriodicalIF":3.7,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143898992","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":"Comparative study of codecombat-based python programming and scratch programming effects on sixth graders' Computational thinking: interaction effects of gender and programming experience","authors":"Lihui Sun ,&nbsp;Junjie Liu","doi":"10.1016/j.tsc.2025.101852","DOIUrl":"10.1016/j.tsc.2025.101852","url":null,"abstract":"<div><div>Text-based Python and block-based Scratch programming have received significant attention in primary school computational thinking (CT) education. However, few studies have compared the differences between CodeCombat-based Python and Scratch programming approaches and knowledge of their relative effectiveness is lacking. This study aimed to explore differences in the impact of CodeCombat-based Python and Scratch programming on sixth grade students’ CT. The influence of students’ gender and programming experience was also considered. Therefore, we conducted an 11-week quasi-experimental study with 87 students. They were divided into two groups to participate in CodeCombat-based Python and Scratch programming teaching activities respectively. The results showed that both CodeCombat-based Python and Scratch programming activities significantly improved students’ CT skills, but Python programming had more effective and sustained effects on students' CT development. We also found that Scratch programming eliminated differences in CT from programming experience. In contrast, CodeCombat-based Python programming amplified the influence of programming experience and benefitted the CT development of students with programming experience. More interestingly, there was no gender difference in students’ CT in the Python group, but there were significant interaction effects between gender and programming experience. We found that girls with programming experience improved significantly more in CT than boys with programming experience, breaking gender stereotypes in CT. This study enriches researchers’ and frontline teachers’ understanding of CodeCombat-based Python and Scratch programming and provides empirical evidence for future teaching approach choices.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101852"},"PeriodicalIF":3.7,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143879366","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":"Transforming higher education for the knowledge economy: Enhancing creative thinking and problem-solving skills through collaborative learning","authors":"Shuang Li ,&nbsp;Shougang Yu","doi":"10.1016/j.tsc.2025.101853","DOIUrl":"10.1016/j.tsc.2025.101853","url":null,"abstract":"<div><div>This quasi-experimental study examines the effects of a structured creativity-enhancing intervention on creative thinking and problem-solving skills in Shanghai University students. The 12-week intervention included collaborative, hands-on activities such as brainstorming, lateral thinking exercises, and design thinking challenges. A total of 120 students were randomly assigned to experimental and control groups. Experimental quantitative analysis revealed statistically significant differences in creative thinking and problem-solving abilities in the experimental group, reflecting the program's effectiveness. Regression analysis results revealed that intrinsic motivation emerged as a substantial contributor towards success, besides engagement and creative skill development. Qualitative feedback from participants reflected increased confidence, enjoyment, and perception of the real-world relevance of learning experiences. Although successful on multiple fronts, the intervention constrained academic performance, suggesting a need for longer-term attempts to integrate creativity-targeted interventions with traditional academic outcomes. It highlights the importance of nurturing innovation as a 21st-century competency and advancing higher education practices worldwide. Future studies must investigate longitudinal impacts, cross-disciplinary applications, and PBL cross-cultural comparisons, making these findings accessible to a broader educational context.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101853"},"PeriodicalIF":3.7,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143899072","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 school climate on students' creativity:The mediating role of growth mindset and self-efficacy","authors":"Zhenyu Li ,&nbsp;Qiong Li","doi":"10.1016/j.tsc.2025.101851","DOIUrl":"10.1016/j.tsc.2025.101851","url":null,"abstract":"<div><div>The influence of school climate on students' creativity has garnered significant attention, yet the underlying mechanisms remain underexplored. This study investigates the mediating roles of growth mindset and self-efficacy in the relationship between school climate and creativity among 10- and 15-year-old Chinese students. Data were collected from 7,246 students across 150 schools in Suzhou, China, as part of the Survey on Social and Emotional Skills (SSES). The findings revealed that peer support significantly enhanced students' self-reported creativity, whereas teacher support did not directly influence it. However, teacher support positively affected teachers' and parents' evaluations of students' creativity. Furthermore, growth mindset and self-efficacy served as significant mediators, forming a chain mediation pathway that links school climate to creativity. These results underscore the importance of fostering a supportive educational environment that promotes both psychological growth and creative expression. The study provides valuable insights for educators and policymakers aiming to enhance students' creative capabilities through targeted interventions that improve school climate and develop growth mindset and self-efficacy.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101851"},"PeriodicalIF":3.7,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143882666","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 literacy in artificial intelligence assisted writing instruction: A systematic review","authors":"Tülin Arseven,&nbsp;Mazhar Bal","doi":"10.1016/j.tsc.2025.101850","DOIUrl":"10.1016/j.tsc.2025.101850","url":null,"abstract":"<div><div>This systematic review aims to examine the relationship between artificial intelligence (AI)- assisted writing instruction and critical literacy skills of K-12 students. As a result of searching Web of Science (WoS), Scopus, Education Resources Information Center (ERIC), and EBSCO databases in accordance with the criteria determined, 15 studies were included in the analysis. As a result of the descriptive analysis, five main themes were identified: critical content production and evaluation, metacognitive skills and self-regulation, ethical thinking and evaluation, analytical thinking and problem solving, motivation and self-efficacy for the AI-assisted writing process and critical literacy skills. Our findings show that students use AI tools not as a simple copy-paste tool, but as a supportive element to develop their thinking. Students question AI outputs, synthesize them with their own ideas and manage their writing processes more consciously. The findings of our study reveal that AI-assisted writing experiences increase students' ethical awareness of originality, academic honesty and creativity, improve their systematic thinking skills in complex writing tasks, and increase their motivation to write. However, the lack of any study at preschool level, the limited number of studies at primary school level, and the scarcity of qualitative studies indicate that more research is needed in this field.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101850"},"PeriodicalIF":3.7,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143874500","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":"A bibliometric and content analysis of educational robotics’ impact on communication, collaboration, critical thinking, and creativity in kindergarten","authors":"Sophia Rapti,&nbsp;Sokratis Tselegkaridis,&nbsp;Theodosios Sapounidis,&nbsp;Serafeim A. Triantafyllou","doi":"10.1016/j.tsc.2025.101849","DOIUrl":"10.1016/j.tsc.2025.101849","url":null,"abstract":"<div><div>Communication, collaboration, critical thinking, and creativity are 21st-century skills required to be developed in educational settings from an early age. Robotics seems to contribute to that. Therefore, this study focuses on kindergarten and explores the current research trends regarding children’s development of these skills via robotics. It aims to a) construct links between the main factors in the existing research, b) map the related field, and identify gaps to enhance our understanding. In this context, a bibliometric analysis using the Bibliometrix package and CiteSpace and a content analysis utilizing the Atlas.ti Software is employed covering 203 of 3822 studies conducted between 2014 and December 2024. Based on the findings, the most frequently examined topics are social-anthropomorphic robots, human-robot interaction, and computational thinking under the umbrella of educational robotics and skills development. The highest publication performance belongs to the USA, Italy, Japan, China, and Greece. The strongest sources are ACM, IEEE International Conference on Human-Robot Interaction, the Education and Information Technologies Journal, the International Journal of Child-Computer Interaction, and the Computers and Education Journal. Besides, Papert, Wing, and Bers arise as the most influential authors. Furthermore, most studies explore one or two C-skills, examining critical thinking the most and creativity the least during interventions focused on several domains but rarely on skills promotion. Moreover, most researchers choose the qualitative method, using small sample sizes, wheeled, floor robots, and various learning theories in short-term interventions. Finally, robots are utilized as assistive instruction kits, teammates, and educators’ assistants while children act as researchers-constructors.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101849"},"PeriodicalIF":3.7,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143865157","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 Mad-genius controversy: Estimating the creativity of suicide poets via a dual model","authors":"Yuqing Liu ,&nbsp;Ameersing Luximon ,&nbsp;Yenan Yang ,&nbsp;Xiaoyu Li ,&nbsp;Yao Song","doi":"10.1016/j.tsc.2025.101845","DOIUrl":"10.1016/j.tsc.2025.101845","url":null,"abstract":"<div><div>The \"mad genius\" controversy concerns the intricate relationship between creativity and psychopathology. Poets, for instance, are often noted for their mental health challenges and elevated suicide rates. This study investigates the link between creativity and suicide among modern and contemporary Chinese poets by employing computational techniques to analyze semantic creativity in their works. Examining 16 poets who died by suicide alongside 21 non-suicidal counterparts, we introduced a dual model that combines flow distance and co-occurrence networks to assess creative cognition. The findings indicate that suicidal poets exhibit significantly higher local and global flow distances, reflecting greater divergent thinking. Furthermore, their co-occurrence networks display more tightly interconnected and efficient structures, suggesting enhanced cognitive flexibility. By demonstrating that heightened creativity, characterized by distinct semantic network properties, is associated with mental health challenges, the study provides empirical support for the \"mad genius\" hypothesis. These results contribute to the understanding of the creativity-psychopathology nexus, offering novel insights and advancing computational methods for analyzing creative expression.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101845"},"PeriodicalIF":3.7,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143874501","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":"Long in the tooth for creativity? Differences in divergent thinking between young and older adults","authors":"Vicente Alfonso-Benlliure,&nbsp;Irene Checa,&nbsp;Juan C. Meléndez","doi":"10.1016/j.tsc.2025.101847","DOIUrl":"10.1016/j.tsc.2025.101847","url":null,"abstract":"<div><div>Young and older adults require creative skills in their daily lives to solve problems professionally and personally. The capacity for creative thinking is influenced by various changes that occur throughout the life cycle. The objectives of this study include testing the measurement invariance of the PIC-A test and exploring whether significant differences in creative thinking exist between young and older adults. 210 young adults and 131 older adults participated in the study (341 subjects in total). First, a confirmatory factor analysis (CFA) was conducted with the full sample, followed by CFAs for each age subgroup. Subsequently, a multi-group of measurement invariance routine was tested with configural, metric and scalar invariance. The 2-factor CFA model for the full sample showed adequate fit (χ2=42.537; df =13; <em>p</em>&lt;.001, CFI =0.967; RMSEA = 0.082 [.055–0.109]; SRMR = 0.050) although the Graphic Originality test did not exhibit a significant loading on the Graphic Creativity Factor and was not removed from the model for consistency with the original scale. The model fit indices for the young adult and older adult groups were acceptable. Results showed age-related differences in both narrative and graphic creativity, with higher scores in the young adult group. Finally, the study provides hypothetical explanations for differences in divergent thinking performance in light of theories such as inhibition, assimilationaccommodation, and socioemotional theory. For example, the role of potential distractors, the old adults reduced tendency to take risks, or their preference for practical and emotionally satisfying responses when solving problems.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"57 ","pages":"Article 101847"},"PeriodicalIF":3.7,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143855187","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}