Thinking Skills and Creativity最新文献

{"title":"Research agendas and teaching emotions among academics: The mediating role of teaching efficacy","authors":"Li-fang Zhang ,&nbsp;Zhengli Xie ,&nbsp;Mengting Li ,&nbsp;Weiqiao Fan","doi":"10.1016/j.tsc.2025.101991","DOIUrl":"10.1016/j.tsc.2025.101991","url":null,"abstract":"<div><div>Scholars have long debated the existence of the research-teaching nexus. Guided by the Job Demands-Resources model, the present study pioneered the investigation of the predictive power of academics’ research agendas for their emotions in teaching, considering the mediating role of academic self-efficacy (i.e., teaching efficacy and research efficacy). Participants were 332 academics from nine research-oriented comprehensive universities in mainland China. The participants responded to the <em>Multi-Dimensional Research Agendas Inventory-12</em>, the <em>Research-Teaching Efficacy Inventory-6</em>, and the <em>Emotions in Teaching Inventory-Revised-6</em>. Academics who were more deeply engaged in creative research agendas tended to report more positive emotions in teaching, whereas those more engaged in conventional research agendas tended to report more negative teaching emotions. These statistical predictive findings were obtained, with academics’ age, academic rank, gender, and academic discipline controlled for. Moreover, teaching efficacy provided a pathway from creative research agendas to both positive and negative teaching emotions. These findings unveiled intricate interconnections between academics’ research and teaching. The study has made theoretical contributions and it has practical implications for both academics and university senior managers in their respective efforts to promote positive teaching emotions through fostering creativity in research agendas and boosting teaching efficacy. Furthermore, the limitations of the study can provide guidance for future research directions.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101991"},"PeriodicalIF":4.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145007629","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":"Embedded entrepreneurship pedagogy: Six key practices for an entrepreneurial classroom","authors":"Gregory R.L. Hadley","doi":"10.1016/j.tsc.2025.101993","DOIUrl":"10.1016/j.tsc.2025.101993","url":null,"abstract":"<div><div>This paper explores youth entrepreneurship education, most suitable at the secondary school level, through the mobilization of embedded entrepreneurship pedagogy. The paper is informed by a two, recently completed research projects, involving classroom teachers, and practicing entrepreneurs. Those projects, which examined how secondary schools can sharpen their entrepreneurial offerings to students, and in addition to their primary findings, hinted at the possibility of infusing key entrepreneurial principles into all curricular learning experiences. To illustrate this approach, this paper will examine how embedded entrepreneurship education can be included as part of the curricular and pedagogical planning of any subject area. It introduces six key practices for embedded entrepreneurship and explores, with examples, their curricular and cross-curricular potential.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101993"},"PeriodicalIF":4.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049409","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":"Embedding 21st-Century Competencies into Higher Education: Insights from Vietnamese Lecturers’ Perspectives and Pedagogical Strategies","authors":"Nguyen Thi Thao HO ,&nbsp;Ha Van LE","doi":"10.1016/j.tsc.2025.101990","DOIUrl":"10.1016/j.tsc.2025.101990","url":null,"abstract":"<div><div>The integration of 21st-century skills, communication, collaboration, critical thinking, and creativity (the 4Cs) is pivotal in contemporary higher education to prepare students for a rapidly evolving global landscape. Despite widespread theoretical emphasis, empirical insights into how these competencies are implemented in Vietnamese universities remain limited. This study aims to explore the extent of 4Cs integration in Vietnamese higher education and to identify lecturers' opinions on the instructional strategies used and the barriers encountered. To address this aim, a cross-sectional quantitative study using an adapted, validated survey was distributed electronically across multiple institutions in four major Vietnamese cities, employing a multi-stage institutional sampling approach. A total of 140 valid lecturer responses met the inclusion criteria, reflecting the accessible population during the data collection window. Data were analyzed using descriptive statistics (frequencies, means, standard deviations) and internal-consistency estimates in SPSS 26. Descriptive analyses indicate widespread integration of the 4Cs, with lecturers most consistently employing structured collaboration and creativity strategies (e.g., group activities and granting student autonomy in resource selection). Conversely, project-based learning, collaborative online tasks, and the use of graphic organizers were reported as less consistently applied. Patterned differences across strategies highlight instructional and institutional barriers, including inadequate technological infrastructure, rigid curricula, and limited professional development opportunities. The results extend the existing literature by providing context-specific evidence on practice patterns and constraints, emphasizing the need for targeted institutional support to enable comprehensive implementation of the 4Cs. Implications include policy measures to enhance infrastructure, greater curriculum flexibility, and sustained professional learning to strengthen lecturers' capacity to embed 21st-century skills in teaching and learning.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101990"},"PeriodicalIF":4.5,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049408","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 integration of technology and education: An innovative research on the evaluation system of college students’ programming ability","authors":"Dongxuan Wang ,&nbsp;Zihan Xie ,&nbsp;Dapeng Lian ,&nbsp;Qingjiao Lu ,&nbsp;Ning Li ,&nbsp;Hongbo Yuan ,&nbsp;Yaju Liu","doi":"10.1016/j.tsc.2025.101989","DOIUrl":"10.1016/j.tsc.2025.101989","url":null,"abstract":"<div><div>The rapid development of artificial intelligence technology has made programming ability a core competency for college students. However, the existing single-indicator evaluation system struggles to accurately distinguish between different levels of ability, highlighting the urgent need for a scientific and multidimensional evaluation system. In this study, the AHP-TOPSIS method was adopted. Combined with the grades of programming-related courses and competition results, a multi-dimensional evaluation system for programming design ability was constructed, and a comprehensive score was given to 307 students. The results show that the weight of mathematical analysis ability is the highest (0.26), highlighting its core position in programming education. Furthermore, the comprehensive scores of students follow a normal distribution. 68 % of the students' scores are concentrated between 70 and 79 points, which can effectively distinguish students of different ability levels. Further analysis indicates that there is a strong positive correlation between course grades and competition grades (Pearson's <em>r</em> = 0.78), emphasizing the importance of a solid course foundation for the development of programming ability. Furthermore, there was no significant difference in the comprehensive score between genders (<em>p</em> = 0.22, Cohen's <em>d</em> = -0.15), indicating that programming education should focus on individual differences rather than gender. The evaluation system proposed in this paper not only provides scientific assessment tools for educational institutions, but also offers a basis for optimizing teaching strategies, improving teaching quality and the quality of talent cultivation, which is of great significance to the reform and innovation of computer education.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101989"},"PeriodicalIF":4.5,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144996316","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 synergy of social-individual enablers of creativity in science: A multidimensional study of fourth graders","authors":"Qimeng Liu ,&nbsp;Tianxue Cui ,&nbsp;Leifeng Xiao ,&nbsp;Jian Liu","doi":"10.1016/j.tsc.2025.101988","DOIUrl":"10.1016/j.tsc.2025.101988","url":null,"abstract":"<div><div>Creativity is a fundamental competency of the 21st century and its cultivation—particularly in science education—has attracted substantial interest. Indeed, enablers of creativity represent a dominant field in this regard. Based on “Confluence approaches”, the study chose 14,041 fourth graders from 309 primary schools from a city in the Central Region of China, all of which completed online questionnaires that looked into the individual enablers and social enablers of creativity in science. Results of the descriptive analysis of individual enablers showed that there was a decrease observed in students’ attitude toward science, interest in science, engagement in science learning, and career orientation toward science. While the LASSO and nomogram results indicated six common variables of social enablers including teachers’ concerns about students’ interests, individualized teaching, collaborative group teaching, the infrastructure of science, after-school service in science subjects, and parent engagement in daily life. These variables consistently emerged as pivotal when predicting the correlation between social and individual enablers of creativity in science. Teaching methods (individualized teaching, collaborative group teaching) were identified as the most influential social enablers on individual enablers of creativity in science. These findings provide valuable insight into what teachers, schools, and families should concentrate on to effectively support the expression and enhancement of student creativity in science.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101988"},"PeriodicalIF":4.5,"publicationDate":"2025-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145049428","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":"Differences in the collaborative knowledge construction process between high- and low-achievement groups in a collaborative concept mapping task: Evidence from multiple perspectives","authors":"Si Zhang,&nbsp;Zihan Yin","doi":"10.1016/j.tsc.2025.101984","DOIUrl":"10.1016/j.tsc.2025.101984","url":null,"abstract":"<div><div>Collaborative learning is important for assisting students in knowledge understanding and knowledge co-construction. Many studies use concept maps, a visualized tool, to aid in this process. It is crucial to look into the ways that groups of three or more people construct knowledge and to combine implicit physiological data with explicit data. In this study, we combined content analysis, ordered network analysis (ONA), and hyperscanning technology based on electroencephalograms (EEG) to analyze the data of 28 triads of high- and low-achievement groups that participated in collaborative concept mapping tasks. The frequency statistics showed that the low-achievement groups have significantly higher monitoring and adapting behavior frequencies at the individual level in the regulation dimension than the high-achievement groups. The ONA results further illustrated the sequence of knowledge transfer based on the frequency analysis. The cognitive patterns of high-achievement groups showed a cycle that began at the group level of cognition, moved to the peer level of cognition, then to the group level of regulation, and ultimately returned to the group level of cognition. The low-achievement groups' cognitive patterns also exhibited directionality, moving from the group level of regulation to the individual level of cognition and to the group level of cognition. From the implicit perspective, the theta band and temporal-parietal regions showed greater inter-brain synchrony in the high-achievement groups. Low-achievement groups, on the other hand, had comparatively lower synchrony. Their consensus was only superficial and concentrated on ensuring that everyone participated through regulation and thought integration to finish the task. Our study's findings can help teachers and instructional designers develop tailored interventions based on differences in learners' cognitive patterns during collaborative concept mapping tasks.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101984"},"PeriodicalIF":4.5,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144926216","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":"Measuring early engineering interest: A scale for kindergarteners","authors":"Tzu-Hua Wang ,&nbsp;Hui Tian","doi":"10.1016/j.tsc.2025.101985","DOIUrl":"10.1016/j.tsc.2025.101985","url":null,"abstract":"<div><div>Early engineering interest (EEI) plays a key role in promoting children’s engineering learning in later stages, and children with EEI are likely to later consider engineering as a career choice. Thus, EEI development can provide a crucial foundation for talent training in science, technology, engineering, and mathematics. The present study (1) explored the potential constructs of young children’s EEI and (2) developed an age-appropriate EEI scale. Using this instrument, early childhood engineering education researchers, curriculum developers, and educators can obtain a clearer understanding of children’s EEI. An EEI scale was developed; children aged between 5 and 6 years were selected as pretest participants. Exploratory factor analysis and confirmatory factor analysis were conducted using Mplus 8.3 to verify the reliability and validity of the EEI scale. This study provided evidence indicating the reliability and validity of the EEI scale for measuring kindergarteners’ EEI.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101985"},"PeriodicalIF":4.5,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145048869","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":"Controversy as classroom catalyst: The effect of structured academic controversy on foreign language speaking anxiety","authors":"Fatemeh Hedayati ,&nbsp;Mostafa Morady Moghaddam ,&nbsp;Yara Mirfendereski","doi":"10.1016/j.tsc.2025.101987","DOIUrl":"10.1016/j.tsc.2025.101987","url":null,"abstract":"<div><div>This research examines the effect of Structured Academic Controversy (SAC) on alleviating foreign language speaking anxiety among Iranian female intermediate to upper-intermediate EFL learners. In this study, a pretest-posttest experimental design was employed, which was implemented over three months. The participants were split into control and experiment groups. The experimental group performed SAC tasks via structured debates on controversial issues, while the control group performed traditional speaking practices. Data were collected using a standardized questionnaire regarding speaking anxiety, which was administered during the pre- and post-experiment phases. The results revealed that the SAC participants had significantly lower speaking anxiety and greater speaking confidence than the control group. The findings support the notion that SAC creates a safe and cooperative atmosphere that reduces anxiety, promotes engagement, and develops speaking ability. Furthermore, this study adds to the emerging research on innovative methods in language teaching practice and the notion that SAC not only enhances linguistic ability but also emotional autonomy and agency. The results have practical implications for teachers who are searching for an effective way to reduce communication apprehension of their foreign language learners in pursuit of more confident and competent speakers.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101987"},"PeriodicalIF":4.5,"publicationDate":"2025-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144989026","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":"Individual vs peer support in the AI era: Investigating students’ cognitive dispositions in design education","authors":"Abdullahi Yusuf ,&nbsp;Samia Mouas ,&nbsp;Mohammad Hamad Al-khresheh ,&nbsp;Azzeddine Boudouaia","doi":"10.1016/j.tsc.2025.101986","DOIUrl":"10.1016/j.tsc.2025.101986","url":null,"abstract":"<div><div>The newly introduced higher education curriculum focuses on skill-oriented instruction, encouraging students to engage in design-driven tasks. Despite the potential of the curriculum, its implementation faces challenges, particularly in integrating cost-effective pedagogical approaches to foster cognitive dispositions such as metacognition, creativity, and design thinking. This study investigates the effectiveness of peer and individual support mechanisms, alongside emerging AI technologies, in addressing these challenges. Specifically, it examines how these supports enhance students’ cognitive dispositions within the context of design education. The study adopts a quasi-experimental research design involving 142 undergraduate students enrolled in design-related courses. Participants are divided into groups receiving peer support, individual support, or a combination of these, with or without AI assistance. Data collection includes reflective journals, creative design tasks, and design artefacts, which are analysed using epistemic network analysis and MANOVA. Results show that peer support significantly enhances collaborative metacognitive strategies, creativity, and design thinking compared to individual support. The integration of AI provides additional support, with more potent effects in peer support groups. However, AI does not improve students' design thinking in either peer or individual support mechanisms. The findings demonstrate the potential of combining traditional support mechanisms with AI to enhance cognitive dispositions in design education and offer a scalable solution for addressing curriculum implementation challenges while equipping students with critical 21st-century skills.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101986"},"PeriodicalIF":4.5,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144932756","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":"Process and achievement, ninety years on: Same problem, new ideas?","authors":"Joseph Glicksohn","doi":"10.1016/j.tsc.2025.101983","DOIUrl":"10.1016/j.tsc.2025.101983","url":null,"abstract":"<div><div>A focus on <em>process</em> and not on <em>product</em> should be the emphasis of research into creative thinking. This is a basic notion characterizing the thinking of Heinz Werner, who already in 1937 discussed the preoccupation with product at the expense of process as a basic problem for research and theory. In this paper, the type of process that Werner is referring to is addressed. Two test cases are presented: that of metaphor comprehension, and that of metaphor production which, itself, is a prime example of creative thinking. The focus of the discussion of metaphor production is on the stages of incubation and illumination/insight. The use of a microgenetic procedure, via which metaphor production (creative thinking) is investigated in real time, focusing on <em>ongoing experience</em> while producing a metaphor, is promoted here.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101983"},"PeriodicalIF":4.5,"publicationDate":"2025-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144926215","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}