Thinking Skills and Creativity最新文献_第5页

Strategies for sustainable competence development in primary English education majors: A qualitative inquiry into institutional and non-institutional constraints 小学英语教育专业学生持续能力发展策略：制度与非制度约束的质性探究

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-08-21 DOI: 10.1016/j.tsc.2025.101971

Xiao Chang

{"title":"Strategies for sustainable competence development in primary English education majors: A qualitative inquiry into institutional and non-institutional constraints","authors":"Xiao Chang","doi":"10.1016/j.tsc.2025.101971","DOIUrl":"10.1016/j.tsc.2025.101971","url":null,"abstract":"<div><div>This study investigates the professional competency development of primary English education (PEE) majors and explores strategies to foster sustainable competence development (SCD) through qualitative analysis of semi-structured interviews with 55 PEE majors at a university in the People’s Republic of China. Participants addressed three core themes: (a) challenges in competency development, (b) barriers to sustainable growth, and (c) institutional/non-institutional strategies for promoting SCD. Using grounded theory, the analysis reveals that institutional and non-institutional factors collectively constrain students’ SCD, including curricular gaps, pedagogical limitations, and underdeveloped autonomous learning practices. The findings further highlight disparities in faculty expertise, inadequate alignment between coursework and practical teaching demands, and limited support for lifelong learning competencies. To address these issues, this study proposes a series of evidence-based countermeasures: reforming teaching methodologies in accordance with self-determination theory (SDT), enhancing faculty training through the integration of the TPACK framework, redesigning curricula to incorporate sustainable development perspectives, establishing collaborative learning environments to promote resource equity and improve teaching conditions, and cultivating students’ self-directed learning skills grounded in SDT principles. These recommendations are designed to ensure that PEE programs remain aligned with the evolving requirements of primary English education and facilitate the long-term professional development of graduates.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101971"},"PeriodicalIF":4.5,"publicationDate":"2025-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144907723","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

How professional knowledge and general cognitive abilities relate to pre-service teachers’ professional vision 专业知识和一般认知能力与职前教师的专业愿景有何关系

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-08-20 DOI: 10.1016/j.tsc.2025.101970

Christina Dückers , Bernadette Gold , Manfred Holodynski

{"title":"How professional knowledge and general cognitive abilities relate to pre-service teachers’ professional vision","authors":"Christina Dückers , Bernadette Gold , Manfred Holodynski","doi":"10.1016/j.tsc.2025.101970","DOIUrl":"10.1016/j.tsc.2025.101970","url":null,"abstract":"<div><div>Teachers’ professional vision as ability to notice and interpret relevant classroom events is based on professional knowledge. With regard to the circumvention-of-limits hypothesis, pre-service teachers’ professional vision might as well be conditioned by individual differences in their general cognitive abilities. We investigated the relationship between pre-service teachers’ professional vision and general cognitive abilities as well as whether their professional knowledge moderates this relationship (<em>N</em> = 91, thereof 49 bachelor and 42 master students). Regression analyses confirmed the hypothesized effect of professional knowledge on professional vision. Furthermore, only selective attention as part of general cognitive abilities predicted professional vision in open-response video-based tasks, while the moderation effect could not be corroborated. The findings confirm professional vision as knowledge-based process, but also underline that individual differences in general cognitive abilities might affect and need to be considered when addressing professional vision with video clips.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101970"},"PeriodicalIF":4.5,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144913254","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

Fostering better creativity in design education: Exploring the “sweet spot” effect in mood board constraints 在设计教育中培养更好的创造力：探索情绪板约束下的“最佳点”效应

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-08-19 DOI: 10.1016/j.tsc.2025.101969

Xiao Jiang , Chunlei Chai , Chengyi Shen

{"title":"Fostering better creativity in design education: Exploring the “sweet spot” effect in mood board constraints","authors":"Xiao Jiang , Chunlei Chai , Chengyi Shen","doi":"10.1016/j.tsc.2025.101969","DOIUrl":"10.1016/j.tsc.2025.101969","url":null,"abstract":"<div><div>Modern design education requires innovative approaches to inspire and enhance creativity. Prior research suggests that cognitive stimulation levels significantly influence creative performance, with an optimal level known as the “sweet spot” effect. However, studies specifically addressing inexperienced designers remain limited. While mood boards are commonly used as visual stimuli in design processes, few studies, particularly in educational contexts, have explored the optimal level of stimulation. This gap may stem from challenges such as novice users’ limited expertise and the absence of refined instructional strategies. This controlled experiment aimed to explore whether an optimal level of stimulation exists in mood board design activities. Participants were classified into low-, moderate-, and high-constraint groups based on the degree of image involvement. The study employed the sweet spot framework, treating creativity level as the dependent variable and constraint level as the independent variable. Creativity in design sketches was evaluated across four dimensions: novelty, variety, quality, and quantity. Mood board effectiveness was subjectively assessed using three criteria: innovation, consistency, and visual attractiveness. The results indicated that the moderate-constraint group proved most effective in stimulating creativity across these four metrics. They also required less creation time than the high-constraint group. Moreover, moderately constrained mood boards demonstrated the largest number of significant positive correlations with sketch creativity. Furthermore, the study identified the characteristics of mood boards with low and high constraint levels. Based on these findings, this study proposes practical instructional strategies to foster creative education using mood boards.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101969"},"PeriodicalIF":4.5,"publicationDate":"2025-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144926214","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

The influence of social exclusion on bystanders’ retaliatory malevolent creativity 社会排斥对旁观者报复性恶意创造力的影响

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-08-19 DOI: 10.1016/j.tsc.2025.101964

Yueyue Ge , Lei Wu , Bingao Pan , Yihui Liu , Zhenni Gao , Xinuo Qiao , Dongwu Xu , Kelong Lu

{"title":"The influence of social exclusion on bystanders’ retaliatory malevolent creativity","authors":"Yueyue Ge , Lei Wu , Bingao Pan , Yihui Liu , Zhenni Gao , Xinuo Qiao , Dongwu Xu , Kelong Lu","doi":"10.1016/j.tsc.2025.101964","DOIUrl":"10.1016/j.tsc.2025.101964","url":null,"abstract":"<div><div>Research suggests that social exclusion enhances the retaliatory malevolent creativity of the excluded. However, its influence on the retaliatory malevolent creativity of bystanders, another key group in social exclusion, remains unknown. Two studies were conducted to investigate how social exclusion, particularly when coupled with attacks from excluders or the excluded, shapes bystanders’ retaliatory malevolent creativity. Study 1 and Study 2 recruited 69 and 74 participants, respectively. In both studies, participants were randomly assigned into the social exclusion group or control group. The social exclusion group underwent two blocks of social exclusion manipulation, while the control group experienced two blocks of sham exclusion manipulation. Following each manipulation, participants completed a retaliatory malevolent creative ideation task (MCT) targeting the excluded in Study 1 and excluder in Study 2. Study 1 showed that, only in the second block, the exclusion group exhibited higher MCT performance (fluency, originality, and malevolence) targeting the excluded than the control group. In study 2, the excluded group demonstrated significantly higher MCT performance targeting excluder exclusively in the first block than the control group. This exclusion effect on bystander’s retaliatory malevolent creativity was not mediated by the bystander’s sympathy or aggression. These findings indicate that simply witnessing social exclusion may increase bystanders’ retaliatory malevolent creativity toward both excluder and the excluded. Notably, the timing of this effect varies depending on the target of the MCT task, and its underlying mechanisms may involve factors other than aggression or empathy such as moral disengagement.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101964"},"PeriodicalIF":4.5,"publicationDate":"2025-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144903260","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

Improving primary school teachers’ problem-posing skills by using narrative texts 运用叙事文本提高小学教师提出问题的技巧

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-08-18 DOI: 10.1016/j.tsc.2025.101956

Ergun Yurtbakan , Tuba Aydoğdu İskenderoğlu , Gönül Güneş

{"title":"Improving primary school teachers’ problem-posing skills by using narrative texts","authors":"Ergun Yurtbakan , Tuba Aydoğdu İskenderoğlu , Gönül Güneş","doi":"10.1016/j.tsc.2025.101956","DOIUrl":"10.1016/j.tsc.2025.101956","url":null,"abstract":"<div><div>The aim of the study is to improve primary school teachers' mathematical problem-posing skills by using narrative texts. The explanatory mixed-method design was utilized in the study. While the quantitative data of the research were collected from 24 primary school teachers working in Trabzon, the qualitative data were obtained from 10 of these primary school teachers who were randomly selected. In the study, in order to improve the problem-posing skills of primary school teachers by using narrative texts, the teachers were given theoretical information about problem-posing, mind and intelligence games, dialogic reading, STEM, philosophy for children, orienteering, museum education, and animation creation with the help of Web 2.0 tools (each activity took three class hours) for six class hours a day for four days. The participants were asked to construct problems from the narrative text “The Cure for Unhappiness” as a pre- and post-test. In addition, semi-structured interviews were conducted with the participants to determine their thoughts on problem-posing. The Wilcoxon Ranked Signs test was conducted to determine the statistically significant increase in the mathematics content strand, type, and total number of problems that the teachers constructed in the post-test compared to the pre-test. The semi-structured interviews with the teachers were analyzed with descriptive analysis. The training on narrative-text-based problem-posing given to the teachers was found to increase their non-routine problem-posing skills, although there was a statistically significant decrease in the number of problems posed by the teachers and the number of routine problems they posed. The teachers, who stated that they were inadequate in problem-posing before the training, stated that the problem-posing training using narrative texts increased their problem-posing awareness.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101956"},"PeriodicalIF":4.5,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144879212","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

Evaluating AI-assisted creative ideation: A crossover study in higher education 评估人工智能辅助的创造性思维：高等教育中的交叉研究

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-08-18 DOI: 10.1016/j.tsc.2025.101958

Rosó Baltà-Salvador , Enric Brasó-Vives , Marta Peña

{"title":"Evaluating AI-assisted creative ideation: A crossover study in higher education","authors":"Rosó Baltà-Salvador , Enric Brasó-Vives , Marta Peña","doi":"10.1016/j.tsc.2025.101958","DOIUrl":"10.1016/j.tsc.2025.101958","url":null,"abstract":"<div><div>As artificial intelligence (AI) becomes increasingly integrated into educational contexts, its impact on students’ creative thinking remains unclear. Given the critical role of creativity in engineering and design education, understanding how AI tools shape students’ ideation processes is essential for developing effective pedagogical practices. This study examines the impact of generative AI, specifically ChatGPT, on creative ideation among undergraduate design engineering students. The research was conducted through a randomised crossover experiment, with students alternating between AI-assisted and unaided ideation tasks. A mixed-methods approach combined quantitative analyses of the 728 ideas generated with a qualitative evaluation of students’ interactions with AI. Results show that the use of AI did not reduce fluency, flexibility, or originality, nor did it lead to thematic homogenisation. However, semantic divergence was significantly lower in the AI-assisted condition, suggesting convergence in the way ideas were formulated. Additionally, AI-assisted ideas more frequently resembled existing products and exhibited reduced textual elaboration. A mixed between-within subjects ANOVA revealed that students who began with AI support produced more original and diverse ideas across both tasks, pointing to a lasting effect of early AI use. Qualitative analysis of student-AI interactions revealed important patterns, including predominantly passive and directive use, with limited exploratory or collaborative engagement. These findings provide new insights into human-AI co-creation and highlight the importance of promoting intentional, critical, and pedagogically guided use of generative AI tools in education.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101958"},"PeriodicalIF":4.5,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144890243","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

Larger space does not promote divergent thinking, impair convergent thinking or defocus attention in physical and virtual environments 在物理和虚拟环境中，更大的空间不会促进发散性思维，损害收敛性思维或分散注意力

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-08-18 DOI: 10.1016/j.tsc.2025.101959

Yanyun Zhou , Chi-Shing Tse , Ruoming Wang , Yucheng Wei , Zichang Qin , Yue Li , Yunwei Han , Xianda Huang , Ke Ma

{"title":"Larger space does not promote divergent thinking, impair convergent thinking or defocus attention in physical and virtual environments","authors":"Yanyun Zhou , Chi-Shing Tse , Ruoming Wang , Yucheng Wei , Zichang Qin , Yue Li , Yunwei Han , Xianda Huang , Ke Ma","doi":"10.1016/j.tsc.2025.101959","DOIUrl":"10.1016/j.tsc.2025.101959","url":null,"abstract":"<div><div>Prior research has suggested that larger spaces might enhance creative performance in divergent thinking tasks. To further investigate this spatial effect and elucidate the underlying mechanism, the current study used a controlled manipulation of space size. We aimed at replicating the influence of space size on divergent and convergent thinking, while also examining defocused attention as a potential underlying mechanism through the Auditory Stroop Task. In Experiment 1, participants performed the Alternate Uses Task, Remote Association Task, and Auditory Stroop Task in both large and small physical spaces. Results indicated no significant differences in task performance across spatial conditions, with Bayesian analyses strongly supporting the null hypothesis. Experiment 2 employed a virtual reality environment, presenting participants with large and small virtual rooms where they completed the same three cognitive tasks using a virtual reality headset. Findings demonstrated higher novelty scores in divergent thinking in the smaller (vs. larger) virtual space, but no significant differences in other tasks. Bayesian analyses again favored the null hypothesis. Overall, the findings of the two experiments suggest that space size, whether manipulated in the physical or virtual environment, does not influence divergent thinking, convergent thinking, or defocused attention. The implications of these findings on embodied metaphor and defocused attention accounts are discussed.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101959"},"PeriodicalIF":4.5,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144890244","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

From talk to thought: Enhancing students’ critical thinking disposition through engaging secondary classroom discourse in Hong Kong 从说话到思考：透过参与香港中学课堂话语，培养学生的批判性思维

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-08-18 DOI: 10.1016/j.tsc.2025.101965

Kin-yi Promail Leung, Chun-lok Dennis Fung, Gaowei Chen, Mantak Yuen

{"title":"From talk to thought: Enhancing students’ critical thinking disposition through engaging secondary classroom discourse in Hong Kong","authors":"Kin-yi Promail Leung, Chun-lok Dennis Fung, Gaowei Chen, Mantak Yuen","doi":"10.1016/j.tsc.2025.101965","DOIUrl":"10.1016/j.tsc.2025.101965","url":null,"abstract":"<div><div>In the 21st century, the ability to think critically has become an essential skill that can be effectively fostered by dialogic teaching methods. However, teachers frequently struggle to engage students in instructional settings that require interaction and dialogue within classroom discourse. Using a quasi-experimental, mixed-methods research design, this study explored how a planned whole-class teaching discourse strategy affected the critical thinking disposition of 102 eighth-grade students from two Hong Kong schools. A validated critical thinking disposition questionnaire was used for pre- and post-test data collection to assess the effect of the teaching discourse intervention. Paired <em>t</em>-test results revealed significant pre- and post-test differences in the overall score and Truth-seeking, Systematicity, and Maturity of Judgment subset scores in the experimental group. However, no pre- and post-test changes were found in the control group. Further analysis of 32 classroom discourse video recordings conducted using a talk move framework identified three contributing factors that seemed to boost students’ critical thinking disposition in the experimental group: a range of talk moves, the turn-taking pattern between teachers and students, and timely, descriptive, and specific praise from teachers. This study contributes to the existing literature on the effectiveness of deliberately employing classroom talk wherein the talk move strategy encourages both students and teachers to engage in critical thinking, thereby fostering cognitive engagement in a nurturing learning environment.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101965"},"PeriodicalIF":4.5,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144903258","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

Being female and being well-situated implies higher performance on creative thinking tests: Evidence across 62 countries from PISA 2022 女性和良好的环境意味着在创造性思维测试中表现更好：来自62个国家的PISA 2022的证据

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-08-18 DOI: 10.1016/j.tsc.2025.101963

B. Goecke , M. Benedek , J.G. Diedrich , B. Forthmann , S. Patzl , S. Weiss

{"title":"Being female and being well-situated implies higher performance on creative thinking tests: Evidence across 62 countries from PISA 2022","authors":"B. Goecke , M. Benedek , J.G. Diedrich , B. Forthmann , S. Patzl , S. Weiss","doi":"10.1016/j.tsc.2025.101963","DOIUrl":"10.1016/j.tsc.2025.101963","url":null,"abstract":"<div><div>Even in the time of artificial intelligence, creative thinking is considered an important 21st century skill. Nevertheless, our understanding of how contextual factors such as socio-economic status (SES) and gender affect creativity is still limited – especially from an international perspective. In the current study, we thus examined the impact of gender and SES on creative thinking across 62 countries, using data from the 2022 Programme for International Student Assessment (PISA). Creative thinking, alongside mathematics and reading, was analyzed using a two-stage meta-analytic approach, integrating effect sizes from country-specific samples with a total sample size of <em>N</em> = 493,660. Our results revealed consistent gender disparities, with females outperforming males in creative thinking and reading, a trend robust across countries but with considerable variability. Gender disparities were less pronounced in the mathematical domain. Moreover, SES was found to be a strong predictor of creative thinking, mathematics, and reading, with higher SES associated with better performance across all domains. There was no substantial interaction effect between gender and SES for creative thinking and reading, suggesting that SES advantages are consistent across genders. Our analyses indicated substantial heterogeneity between countries, emphasizing the need for context-specific educational policies. These findings highlight the pervasive influence of gender and SES on fundamental educational outcomes and hence stress the necessity of tailored interventions to address these disparities around the globe.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101963"},"PeriodicalIF":4.5,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144895620","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

The moderation role of representational fluency in the effect of mental imagery on scientific creativity 表征流畅性在心理意象对科学创造力影响中的调节作用

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2025-08-18 DOI: 10.1016/j.tsc.2025.101966

Elif Güven Demir

{"title":"The moderation role of representational fluency in the effect of mental imagery on scientific creativity","authors":"Elif Güven Demir","doi":"10.1016/j.tsc.2025.101966","DOIUrl":"10.1016/j.tsc.2025.101966","url":null,"abstract":"<div><div>This exploratory study examined the moderator role of representational fluency in mental imagery's effect on scientific creativity. The study was conducted with the participation of 125 (60: girls, 65: boys) elementary school students aged 9–10 in Düzce, Türkiye, in the 2024–2025 academic year. The study's hypotheses were analyzed and interpreted using the Process Macro program (for SPSS) developed by Hayes. The moderator variable effect of representational fluency was tested with Model 1, the moderator effect of the sub-dimensions of representational fluency was tested with Model 2, and the moderating effect of gender on the moderator variable was tested with Model 3. The study results show that representational fluency has a moderating role in the effect of mental imagery on scientific creativity. In addition, it was determined that this effect was not significant at different levels of representational fluency. However, only high representational fluency positively regulated the effect of mental imagery on scientific creativity. It was concluded that the \"connection\" dimension came to the fore in the moderating effect of representational fluency. Gender was a moderator variable affecting the moderating effect of representational fluency on the effect of mental imagery on scientific creativity. Theoretical explanations and implications related to the research results were shared.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"59 ","pages":"Article 101966"},"PeriodicalIF":4.5,"publicationDate":"2025-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144913253","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