Thinking Skills and Creativity最新文献

{"title":"Catalyzing college students' well-being and creativity with campus outdoor spaces: A field study in China","authors":"Zhen Xu ,&nbsp;Yufu Zhong ,&nbsp;Lingyun Han ,&nbsp;Ziqi Shang ,&nbsp;Fei Xu","doi":"10.1016/j.tsc.2024.101744","DOIUrl":"10.1016/j.tsc.2024.101744","url":null,"abstract":"<div><div>This study investigates the immediate effects of campus outdoor environments on university students' well-being and creativity through a controlled field experiment conducted at Nanjing Forestry University, China. A total of 147 students were exposed to four distinct campus environments, each offering varying degrees of natural elements, and both physiological and psychological responses were measured. The findings reveal that these four specific environments offer different psychological restorative benefits. Meanwhile, creativity was assessed using the Alternate Uses Test (AUT), focusing on key dimensions such as fluency, flexibility, elaboration, and originality. While all tested environments fostered increases in fluency, flexibility, and elaboration, originality was not significantly affected. The results indicate that about 15 min exposure to natural and green spaces significantly enhances psychological restoration, with marked improvements in fluency and elaboration scores. Conversely, environments with fewer natural elements demonstrate a decline in originality score, underscoring the importance of natural surroundings in fostering short-term creative thinking. The study further explores how individual factors, such as nature relatedness and site familiarity, influence these outcomes. Our findings highlight the critical role of diverse outdoor environments in enhancing both well-being and creative capacities, providing actionable insights for campus planners and educational policymakers to prompt more outdoor and biophilic exposure that cultivate a mutually reinforcing relationship between well-being and creativity.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101744"},"PeriodicalIF":3.7,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143104534","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 creativity flow in doctoral education: The case of tourism and hospitality management field","authors":"Ibrahim Cifci ,&nbsp;Gonul Akın ,&nbsp;Erose Sthapit","doi":"10.1016/j.tsc.2024.101749","DOIUrl":"10.1016/j.tsc.2024.101749","url":null,"abstract":"<div><div>Guided by flow theory, this study explores the dimensions that affect doctoral students' creativity flow, particularly in the tourism and hospitality management field. This study is qualitative in approach and a case study in design. The data were analysed using content analysis of semi-structured interviews with 34 doctoral students and 12 academics from Türkiye. Findings identified three interconnected dimensions (i.e., perspectives, conditions, and concerns), which provide a novel framework to better comprehend creative flow as a process inherent to creativity during doctorate education. By doing so, it demonstrates contemporary pedagogy reflects both doctoral students' and academics' viewpoints, which enhances the quality of doctoral education.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101749"},"PeriodicalIF":3.7,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143103828","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 inner mechanism of creativity advantages of Southeast Asian-Taiwanese bicultural children: The mediating roles of shyness and shame","authors":"Shih-Yuan Huang ,&nbsp;Po-Sheng Huang ,&nbsp;Hsueh-Chih Chen","doi":"10.1016/j.tsc.2024.101740","DOIUrl":"10.1016/j.tsc.2024.101740","url":null,"abstract":"<div><div>With bicultural identities and growth backgrounds, bicultural children have creativity advantages. Previous studies have examined how cognitive attributes enhance the creativity of bicultural children, but few studies have explored how affective attributes enhance creativity. This study considers both cognitive and affective attributes to build a more complete picture of creativity advantages. Previous studies have identified shyness and shame as possible factors affecting individual creativity, with lower degrees of shyness contributing to creativity and shame inhibiting creativity. In this study, the mediating roles of shyness and shame were explored to understand the possible mechanism of creativity advantages in new immigrant ethnic groups. Southeast Asian-Taiwanese bicultural children (<em>n</em> = 157) and native Taiwanese children (<em>n</em> = 354) were selected as subjects. (1) Regarding creative personality, Southeast Asian-Taiwanese bicultural children were better than native children, with shyness playing a mediating role. (2) Regarding creative tendency, Southeast Asian-Taiwanese bicultural children had better imagination than did native children, with shyness playing a mediating role. Additionally, Southeast Asian-Taiwanese bicultural children were more adventurous than were native children, with shame playing a mediating role. (3) Regarding creative thinking, degree of shyness and shame of Southeast Asian-Taiwanese bicultural children did not affect creative thinking. The findings provide deeper insight into the effects of shyness and shame within ethnic groups on differential creativity. Additionally, the study highlights the influence of affective traits in Southeast Asian bicultural children when exploring the impact of multicultural experiences on creativity. Focusing on the strengths of bicultural children, the study suggests that educational initiatives should be tailored to encourage children to leverage their unique strengths effectively.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101740"},"PeriodicalIF":3.7,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143103854","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":"Hotel management education: Predicting practical creativity self-efficacy through design thinking disposition and information literacy","authors":"Ching-Yeh Wang","doi":"10.1016/j.tsc.2024.101747","DOIUrl":"10.1016/j.tsc.2024.101747","url":null,"abstract":"<div><div>In the information-rich hotel industry, nurturing the skills of professional talents is essential, particularly in high-level thinking, information literacy, and practical creativity, which are vital for tackling intricate challenges. This research investigated the interconnections among design thinking disposition, information literacy, and self-efficacy in practical creativity among 130 students majoring in hotel management. Utilizing the Design Thinking Disposition, Information Literacy, and Practical Creativity Self-Efficacy scales, the study applied SmartPLS for structural analysis. The results demonstrated a significant predictive relationship between students' design thinking disposition and their information literacy and practical creativity self-efficacy. Notably, students' information literacy directly influenced their practical creativity self-efficacy and served as a mediator between design thinking disposition and practical creativity self-efficacy. This study offers valuable insights for enhancing hotel management education and training, nurturing comprehensive talents capable of addressing the industry's challenges and transformations.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101747"},"PeriodicalIF":3.7,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143103830","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":"Investigating Moroccan EFL teachers’ critical thinking attitudes: The impact of teaching experience and gender","authors":"Abdelmomen Khalil,&nbsp;Nadia Hellalet,&nbsp;Brahim Outamgharte","doi":"10.1016/j.tsc.2024.101746","DOIUrl":"10.1016/j.tsc.2024.101746","url":null,"abstract":"<div><div>Given some of the current issues, including 21st-century challenges and the need for critical pedagogy, Critical Thinking (CT) has become necessary in education. Although this field of study has received much attention worldwide, investigations of CT in Morocco are scarce. Hence, this study aimed to provide insights into Moroccan EFL teachers' CT. It attempts to: 1) identify teachers’ CT attitudes; 2) examine whether gender significantly differentiates teachers’ attitudes towards developing students’ (15 to 19 years old) CT skills; and 3) investigate whether there are any statistically significant differences between novice and experienced teachers’ CT attitudes. Data were obtained from 506 Moroccan EFL teachers using a quantitative CT questionnaire. Relevant statistical tests showed that teachers had positive attitudes towards CT, and there were statistically significant differences in CT attitudes between experienced and novice teachers, with experienced teachers showing higher CT attitudes than their novice counterparts. However, they revealed that there were no statistically significant differences in the attitudes of male and female teachers toward the development of students' CT skills. Therefore, it is essential to explore additional variables that may impact teachers' CT attitudes. In light of this, this study's findings have significant implications for policy and practice. One such recommendation is to focus on teacher training and professional development opportunities that can furnish pre-service and in-service teachers with the skills required to effectively incorporate CT thinking in language teaching.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101746"},"PeriodicalIF":3.7,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099682","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":"Playing with the future past: Scaffolding Taiwanese high school students’ historical causal thinking through dialogic game-based learning","authors":"Chih-Ching Chang ,&nbsp;Wei-Chen Hsu ,&nbsp;Xiu Chang Chien ,&nbsp;Hsu-Chan Kuo","doi":"10.1016/j.tsc.2024.101748","DOIUrl":"10.1016/j.tsc.2024.101748","url":null,"abstract":"<div><div>This study investigates the effect of dialogic game-based learning as a scaffold for fostering historical causal thinking among high school students. The study employed a board game based on historical events that contributed to Taiwan's democratic development. This exploratory case study integrates dialogic teaching methods with game-based learning to create a dynamic educational environment. The research was conducted with a single class of 28 students over an eight-week period, utilizing concurrent mixed methods for data analysis. Quantitative results indicated a significant improvement in students' ability to analyze the consequences of historical events, as evidenced by pre- and post-intervention assessments. Qualitative data from classroom dialogues further supported these findings, highlighting an enriched engagement and depth of understanding in historical causation based on the results from the Epistemic Network Analysis. The study showed that through the strategic use of the board game, this pedagogical method scaffolded students to engage in deep and meaningful dialogues about historical events, emphasizing the complexity of historical causes and their interconnected effects. The intervention led to significant improvements in students' ability to analyze the consequences of historical events, confirming the potential of dialogic game-based learning to enrich history education. Despite the positive outcome, several limitations were also discussed.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101748"},"PeriodicalIF":3.7,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143171353","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":"Peeking at low versus high achievers’ problem-solving processes in interactive tasks with multiple items","authors":"Maohua Wang ,&nbsp;Shuai Wang ,&nbsp;Yingbin Zhang ,&nbsp;Siqi Shen ,&nbsp;Shuo Feng","doi":"10.1016/j.tsc.2024.101743","DOIUrl":"10.1016/j.tsc.2024.101743","url":null,"abstract":"<div><div>Problem-solving is now emerging as a crucial thinking skill among students. To reflect students’ problem-solving levels, researchers designed a series of interactive tasks, especially tasks with multiple items. Researchers have examined the relationship between achievements and the use of exploration and navigation strategies in such contexts. However, the potential impact of analytical levels (macro versus micro) on problem-solving processes remains unexplored, constraining a comprehensive understanding of their processes. Especially, the difference in how the use of both exploration and navigation strategies evolve between low and high achievers at different analytical levels still needs to be uncovered. As such, our study analyzed log data (i.e., activities and related attributes) of 233 low achievers and 343 high achievers in a task consisting of six successive items at both macro (entire task) and micro (individual item) levels. We harnessed raw log data to generate meaningful insights into students’ problem-solving strategies at both the macro and micro levels, including initial goal-directed, initial non-targeted, and repeated exploration, as well as navigation behavior. The metrics of these behaviors, including behavioral frequencies and patterns, were then examined using independent t-tests and first-order Markov models. Results showed that metrics differentiating achievement levels varied by analytical levels. However, the frequency of initial goal-directed exploration and the pattern of continuous forward behavior appeared to be somewhat context-free, showing differences at both the macro and micro levels. Moreover, problem-solving processes in interactive tasks at the micro level may be linked to differences in item formats, complexity, and nuanced contexts. Our study provides deeper insights into problem-solving processes in more complex contexts, contributing to the development of more targeted tasks, more intelligent assessment and learning systems, and potential support for students’ problem-solving skills.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101743"},"PeriodicalIF":3.7,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143171355","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":"Development of 6 - to 17-year-old students’ inductive reasoning: What is the most sensitive period?","authors":"Gyöngyvér Molnár","doi":"10.1016/j.tsc.2024.101745","DOIUrl":"10.1016/j.tsc.2024.101745","url":null,"abstract":"<div><div>This paper focuses on inductive reasoning (IR), which strongly influences the effectiveness of learning and is an important predictor of academic achievement. The aims of the study are twofold: first, to develop an easy-to-use, computer-based item bank for everyday educational practice, which can make development of students’ IR skills visible from the beginning of schooling up to adulthood; and, second, to describe IR development, especially focusing on the course of development and the sensitive period. The sample was drawn from 1^st- to 11^th-grade students (aged 6–17) in 230 Hungarian primary and secondary schools (N = 29,453). The reliability of the computer-based item bank proved to be high: EAP/PV reliability was 0.916. Across all grades, IR development was remarkable; however, the pace of development varied. The developmental trend was identified with the superposition of two logistic curves. The most intensive and sensitive periods were found first in Grade 1 and then in Grade 7. Explicit training in these fast-growing phases may be more effective. There were no gender-level differences in the developmental level of students’ IR in Grades 1 to 8, but parental educational background proved to be important in student developmental level as well as in the developmental path of IR. This study provides evidence that extra training during the early years of schooling may be crucial to boost the effectiveness of learning for later success.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101745"},"PeriodicalIF":3.7,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143103827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching and learning creativity in management: Literature review and a research agenda","authors":"Lorena Vieira da Silva Santos,&nbsp;Siegrid Guillaumon,&nbsp;Mariana Marra Dantas","doi":"10.1016/j.tsc.2024.101737","DOIUrl":"10.1016/j.tsc.2024.101737","url":null,"abstract":"<div><h3>Purpose</h3><div>To identify the characteristics of scientific literature, regarding teaching and learning creativity in higher education in the light of the systemic model of creativity as defined by Cszikszentmihalyi.</div></div><div><h3>Methodology</h3><div>This is a systematic review characterized by a mixed sequential exploratory review, with a transversal approach of descriptive literature, instrumentalized through bibliographic research, whose sampling was of the non-probabilistic, intentional type.</div></div><div><h3>Findings</h3><div>it is possible to identify, three dimensions of creativity: individual, domain and culture, and the most notable, the field, configured by the school element / environment and the relationships between student and teacher. The second most relevant dimension is that of the individual. The influence of the personality and the relational aspect of the individual is outstanding, translated by family ties in the analytical categories. In the culture/domain dimension, it was observed that there is a low production of studies that consider the influence of the cultural aspect in teaching creativity in higher education. It was found that, in the selected sample, only one study addressed the teaching and learning of creativity within the scope of the undergraduate management course, which indicates low interest in such studies.</div></div><div><h3>Research limitations/implications</h3><div>the systemic model of creativity was significant to enlighten the analysis of teaching creativity in higher education. There is little research focusing on teaching creativity in management.</div></div><div><h3>Practical implications</h3><div>undergraduate management courses willing to teach creativity as a necessary competency to foster innovation in organizations will benefit from knowing that it requires new teaching methods that connect the individual, the domain and the field in a systemic approach.</div></div><div><h3>Originality/value</h3><div>This study contributes to expanding the discussion of teaching and learning creativity in higher education, more specifically in the management area.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101737"},"PeriodicalIF":3.7,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143103829","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 synthetic review of learning theories, elements and virtual environment simulation types to improve learning within higher education","authors":"Manisha Hari Rajan ,&nbsp;Cristan Herbert ,&nbsp;Patsie Polly","doi":"10.1016/j.tsc.2024.101732","DOIUrl":"10.1016/j.tsc.2024.101732","url":null,"abstract":"<div><div>Virtual learning environments have been an area of interest for the past two decades, and are a pedagogical method considered for improving student learning. Importantly, VLEs are predicted to create a paradigm shift within higher education. The immersive environment in virtual reality has allowed students to explore and revise more complex phenomena in ways that traditional methods of teaching may not address. The COVID-19 pandemic highlighted this issue where disrupted traditional campus-based educational environments moved to online/digital learning and teaching with increased development and implementation of immersive virtual environments to engage learners. Learning and teaching with VLEs has proven to have both positive and negative impacts for both students and instructors in higher education. Current VLE simulations aim to provide improved student learning by increasing the quality, delivery of content and accessibility of materials, interactive learning opportunities between teachers and students, personalised, flexible education. The opportunity for students to build digital professional skills for use in a virtual ‘real-world’ environment is of particular value. The creation and implementation of VLEs has revealed practical concerns/limitations that restrict wide-spread dissemination. There is minimal research on learning outcomes, improvement in student performance and student motivation associated with virtual learning environments. This review will explore the role of virtual immersive environments, such as 360° interactive classes, virtual reality classes and hybrid/augmented reality classes, on influencing the quality of student learning, motivation and engagement and how they can support methods of teaching in higher education.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"56 ","pages":"Article 101732"},"PeriodicalIF":3.7,"publicationDate":"2024-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143103833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}