Educational institutions in remote areas face significant challenges in providing quality education comparable to urban settings, particularly in developing design thinking skills essential for 21st century learning. This research addresses the issue by implementing creative learning strategies utilizing digital and local wisdom within the Border Patrol Police Schools situated in the Northeastern region of Thailand. The design and development process followed the Design and Development Research framework, specifically the Product and Tool research, including two phases: design and development process, and validation process. A learning innovation was developed, comprising of ten components: 1) Problem situation, 2) Learning mission, 3) Consult, 4) Related cases, 5) Sharing center, 6) Learning resource, 7) Practice design thinking center, 8) Search, 9) Scaffolding, and 10) Exhibition center. The evaluation shows strong positive outcomes for the tech-integrated, local knowledge-based learning approach. Components like Problematic situations (x̄ = 4.73), Related cases (x̄ = 4.80), and Sharing center (x̄ = 4.80) received high ratings. Internal validation by three experts yielded an average score of 4.55, confirming the model’s appropriateness. External validation from 24 students resulted in an average design thinking score of 4.61. This research highlights the value of combining digital tools with local knowledge to enhance design thinking in under-resourced schools, offering important implications for educators and policymakers.
{"title":"Innovative learning approaches to develop students’ Design thinking skills through digital technology and local wisdom in border patrol police schools","authors":"Parama Kwangmuang , Sarisa Kosum , Paritchaya Sarakan , Lan Thi Nguyen","doi":"10.1016/j.tsc.2025.102047","DOIUrl":"10.1016/j.tsc.2025.102047","url":null,"abstract":"<div><div>Educational institutions in remote areas face significant challenges in providing quality education comparable to urban settings, particularly in developing design thinking skills essential for 21st century learning. This research addresses the issue by implementing creative learning strategies utilizing digital and local wisdom within the Border Patrol Police Schools situated in the Northeastern region of Thailand. The design and development process followed the Design and Development Research framework, specifically the Product and Tool research, including two phases: design and development process, and validation process. A learning innovation was developed, comprising of ten components: 1) Problem situation, 2) Learning mission, 3) Consult, 4) Related cases, 5) Sharing center, 6) Learning resource, 7) Practice design thinking center, 8) Search, 9) Scaffolding, and 10) Exhibition center. The evaluation shows strong positive outcomes for the tech-integrated, local knowledge-based learning approach. Components like Problematic situations (x̄ = 4.73), Related cases (x̄ = 4.80), and Sharing center (x̄ = 4.80) received high ratings. Internal validation by three experts yielded an average score of 4.55, confirming the model’s appropriateness. External validation from 24 students resulted in an average design thinking score of 4.61. This research highlights the value of combining digital tools with local knowledge to enhance design thinking in under-resourced schools, offering important implications for educators and policymakers.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102047"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145442521","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}
Pub Date : 2026-06-01Epub Date: 2026-01-01DOI: 10.1016/j.tsc.2026.102129
Liang-Chen Su , Ju-Hui Wei , Hsueh-Hua Chuang
Divergent thinking, a core aspect of creativity, involves generating diverse and original ideas. Previous research suggests that a growth creative mindset, defined as the belief that creativity can develop through effort and persistence, is a potential influential factor in divergent thinking, as it encourages deep engagement in creative tasks while fostering resilience and adaptability. However, the mechanisms linking a growth creative mindset to divergent thinking remain underexplored. This study posited that multicultural attitudes and openness to experience could serve as mediators in the relationship between a growth creative mindset and divergent thinking. A survey was conducted with 343 university students in Taiwan, and their divergent thinking was assessed using a newly refined and expanded coding scheme for the Alternative Uses Task. Structural equation modeling was employed to analyze the relationships among the variables. The results indicate that a growth creative mindset significantly enhances divergent thinking, with both multicultural attitudes and openness to experience serving as mediators. Notably, the impact of these mediators does not differ significantly from each other. These findings provide empirical evidence of the mechanisms through which a growth creative mindset fosters divergent thinking, highlighting the importance of cultivating multicultural attitudes and openness to experience in promoting creativity.
{"title":"Fostering divergent thinking through a growth creative mindset: The mediating roles of multicultural attitudes and openness to experience","authors":"Liang-Chen Su , Ju-Hui Wei , Hsueh-Hua Chuang","doi":"10.1016/j.tsc.2026.102129","DOIUrl":"10.1016/j.tsc.2026.102129","url":null,"abstract":"<div><div>Divergent thinking, a core aspect of creativity, involves generating diverse and original ideas. Previous research suggests that a growth creative mindset, defined as the belief that creativity can develop through effort and persistence, is a potential influential factor in divergent thinking, as it encourages deep engagement in creative tasks while fostering resilience and adaptability. However, the mechanisms linking a growth creative mindset to divergent thinking remain underexplored. This study posited that multicultural attitudes and openness to experience could serve as mediators in the relationship between a growth creative mindset and divergent thinking. A survey was conducted with 343 university students in Taiwan, and their divergent thinking was assessed using a newly refined and expanded coding scheme for the Alternative Uses Task. Structural equation modeling was employed to analyze the relationships among the variables. The results indicate that a growth creative mindset significantly enhances divergent thinking, with both multicultural attitudes and openness to experience serving as mediators. Notably, the impact of these mediators does not differ significantly from each other. These findings provide empirical evidence of the mechanisms through which a growth creative mindset fosters divergent thinking, highlighting the importance of cultivating multicultural attitudes and openness to experience in promoting creativity.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102129"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145938630","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}
Pub Date : 2026-06-01Epub Date: 2026-01-01DOI: 10.1016/j.tsc.2026.102130
Yingting Chen , Taro Kanno
Although collaboration is essential for solving complex problems, many teams lack access to skilled facilitators who can structure effective discussions. In resource-constrained settings, such as collaborative business decision-making, external facilitation is often infeasible, placing the burden of coordination and reasoning on the participants themselves. While teams can often manage tasks and logistics, they frequently struggle with the deeper cognitive demands of collaboration including clarifying goals, articulating reasoning, and evaluating assumptions. Existing facilitation frameworks often overlook the real-time reasoning needed for high-quality problem solving. As a result, groups without trained facilitators are vulnerable to shallow framing, decision inertia, and missed opportunities for reflection. To address this gap, we propose a lightweight, portable solution comprising a set of theory-driven facilitation cards that guide users through key cognitive moves during discussion without requiring prior training. We developed a deck of 25 cognition-oriented prompts, grounded in cognitive psychology and triple-space interaction theory. In a study involving 30 self-facilitated dyads completing 12-session business simulations, the card format measurably enhanced participants’ ability to frame problems and sustain reflective reasoning. Utterance-level analysis of 6969 conversational turns revealed that specific cards triggered deeper reasoning in both immediate responses and delayed turns, suggesting lasting cognitive activation. Teams that engaged more with the cards showed greater task improvement over time. The findings of this study inform the design of cognitive prompts and suggest routes for future integration involving adaptive, real-time support for self-guided, cognitively demanding collaboration scenarios.
{"title":"Design and verification of self-facilitation card-based toolset for complex problem-solving","authors":"Yingting Chen , Taro Kanno","doi":"10.1016/j.tsc.2026.102130","DOIUrl":"10.1016/j.tsc.2026.102130","url":null,"abstract":"<div><div>Although collaboration is essential for solving complex problems, many teams lack access to skilled facilitators who can structure effective discussions. In resource-constrained settings, such as collaborative business decision-making, external facilitation is often infeasible, placing the burden of coordination and reasoning on the participants themselves. While teams can often manage tasks and logistics, they frequently struggle with the deeper cognitive demands of collaboration including clarifying goals, articulating reasoning, and evaluating assumptions. Existing facilitation frameworks often overlook the real-time reasoning needed for high-quality problem solving. As a result, groups without trained facilitators are vulnerable to shallow framing, decision inertia, and missed opportunities for reflection. To address this gap, we propose a lightweight, portable solution comprising a set of theory-driven facilitation cards that guide users through key cognitive moves during discussion without requiring prior training. We developed a deck of 25 cognition-oriented prompts, grounded in cognitive psychology and triple-space interaction theory. In a study involving 30 self-facilitated dyads completing 12-session business simulations, the card format measurably enhanced participants’ ability to frame problems and sustain reflective reasoning. Utterance-level analysis of 6969 conversational turns revealed that specific cards triggered deeper reasoning in both immediate responses and delayed turns, suggesting lasting cognitive activation. Teams that engaged more with the cards showed greater task improvement over time. The findings of this study inform the design of cognitive prompts and suggest routes for future integration involving adaptive, real-time support for self-guided, cognitively demanding collaboration scenarios.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102130"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145938626","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}
Pub Date : 2026-06-01Epub Date: 2026-01-02DOI: 10.1016/j.tsc.2026.102127
Kai-Lin Yang , Chien-Heng Chen , Wan-Rou Wu
Critical and reflective thinking are essential 21st-century skills and play a pivotal role in mathematical literacy (ML). Prior research has neither clearly distinguished these skills nor developed tools to assess them as specific sub-skills rather than broad dispositions. This study addressed this gap by examining the relationship between critical thinking in ML (CT-ML) and reflective thinking in ML (RT-ML), identifying students’ performance profiles, and exploring gender differences using a two-dimensional framework for assessing CT-ML and RT-ML. Results indicate that CT-ML and RT-ML are two distinct but interconnected constructs, each comprising three sub-skills. While the overall structure was consistent across genders, boys and girls differed in the patterns of strengths and weaknesses across CT-ML and RT-ML sub-skills, reflected in their performance profiles. Theoretically, the findings clarify the distinction between CT-ML and RT-ML and establish their complementary nature, offering an innovative perspective on CT and RT as dual constructs. Methodologically, the design of sub-skill assessment items and the application of BSEM provide a rigorous approach to modeling cognitive structures of micro-level thinking skills. Practically, the study highlights the need for learning tasks that foster both CT-ML and RT-ML, while tailoring instruction to students’ distinct profiles and addressing gender-based differences in sub-skill development.
{"title":"Exploring critical and reflective thinking in mathematical literacy through variable- and person-centered approaches","authors":"Kai-Lin Yang , Chien-Heng Chen , Wan-Rou Wu","doi":"10.1016/j.tsc.2026.102127","DOIUrl":"10.1016/j.tsc.2026.102127","url":null,"abstract":"<div><div>Critical and reflective thinking are essential 21st-century skills and play a pivotal role in mathematical literacy (ML). Prior research has neither clearly distinguished these skills nor developed tools to assess them as specific sub-skills rather than broad dispositions. This study addressed this gap by examining the relationship between critical thinking in ML (CT-ML) and reflective thinking in ML (RT-ML), identifying students’ performance profiles, and exploring gender differences using a two-dimensional framework for assessing CT-ML and RT-ML. Results indicate that CT-ML and RT-ML are two distinct but interconnected constructs, each comprising three sub-skills. While the overall structure was consistent across genders, boys and girls differed in the patterns of strengths and weaknesses across CT-ML and RT-ML sub-skills, reflected in their performance profiles. Theoretically, the findings clarify the distinction between CT-ML and RT-ML and establish their complementary nature, offering an innovative perspective on CT and RT as dual constructs. Methodologically, the design of sub-skill assessment items and the application of BSEM provide a rigorous approach to modeling cognitive structures of micro-level thinking skills. Practically, the study highlights the need for learning tasks that foster both CT-ML and RT-ML, while tailoring instruction to students’ distinct profiles and addressing gender-based differences in sub-skill development.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102127"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145938625","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}
Pub Date : 2026-06-01Epub Date: 2026-01-02DOI: 10.1016/j.tsc.2026.102133
Sebastian Vásquez-Pinto , Sofía Gálvez-Cienfuegos , Diana Castillo , Diego Morales-Bader , Ralf F. A. Cox , Ramón D. Castillo
Recent research reported that the entropy and determinism of pupillary diameter fluctuations differentiated children who solved an insight problem from those who did not, particularly during the final stages of problem solving. Although these findings are novel, children remain understudied in a field where most investigations have focused on adults. Given the scarcity of comparisons between these groups, the present study aimed to examine differences in performance and eye-tracking metrics in both children and adults who either solved or failed to solve an insight problem. The sample of children from the previous study was compared with a new sample of 80 adults who attempted to solve the 8-coin problem. The frequency of solutions, the proportion of fixations, and measures of pupillary fluctuations (entropy, determinism, and β-scaling exponent) were compared across groups. Results showed that adults solved the problem more frequently than children. In addition, adults and solvers exhibited more focused and centralized fixation patterns across the problem setup, whereas children and non-solvers displayed broader and more disorganized observation patterns. Moreover, solvers were characterized by higher entropy than non-solvers in both children and adults during the final stages of problem solving. Determinism differentiated solvers from non-solvers only among children over time, but not among adults. Although adults’ β values were higher than those of children at certain windows, the β-scaling exponent for both groups was described by brown noise. Previous findings suggest that the anticipatory dynamics of pupillary fluctuations during insight problem solving unfold similarly in both children and adults. Nevertheless, adults exhibit more predictable and structured variability in pupillary fluctuations, accompanied by constrained yet efficient observation patterns that result in higher performance. In contrast, children display more entropic and variable pupillary dynamics, accompanied by unconstrained yet less efficient observation patterns, leading to lower performance than that of adults.
{"title":"Children and adults differ in non-linear indicators of cognitive transitions solving of an insight problem","authors":"Sebastian Vásquez-Pinto , Sofía Gálvez-Cienfuegos , Diana Castillo , Diego Morales-Bader , Ralf F. A. Cox , Ramón D. Castillo","doi":"10.1016/j.tsc.2026.102133","DOIUrl":"10.1016/j.tsc.2026.102133","url":null,"abstract":"<div><div>Recent research reported that the entropy and determinism of pupillary diameter fluctuations differentiated children who solved an insight problem from those who did not, particularly during the final stages of problem solving. Although these findings are novel, children remain understudied in a field where most investigations have focused on adults. Given the scarcity of comparisons between these groups, the present study aimed to examine differences in performance and eye-tracking metrics in both children and adults who either solved or failed to solve an insight problem. The sample of children from the previous study was compared with a new sample of 80 adults who attempted to solve the 8-coin problem. The frequency of solutions, the proportion of fixations, and measures of pupillary fluctuations (entropy, determinism, and <em>β</em>-scaling exponent) were compared across groups. Results showed that adults solved the problem more frequently than children. In addition, adults and solvers exhibited more focused and centralized fixation patterns across the problem setup, whereas children and non-solvers displayed broader and more disorganized observation patterns. Moreover, solvers were characterized by higher entropy than non-solvers in both children and adults during the final stages of problem solving. Determinism differentiated solvers from non-solvers only among children over time, but not among adults. Although adults’ <em>β</em> values were higher than those of children at certain windows, the <em>β</em>-scaling exponent for both groups was described by brown noise. Previous findings suggest that the anticipatory dynamics of pupillary fluctuations during insight problem solving unfold similarly in both children and adults. Nevertheless, adults exhibit more predictable and structured variability in pupillary fluctuations, accompanied by constrained yet efficient observation patterns that result in higher performance. In contrast, children display more entropic and variable pupillary dynamics, accompanied by unconstrained yet less efficient observation patterns, leading to lower performance than that of adults.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102133"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145938624","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}
Pub Date : 2026-06-01Epub Date: 2025-10-13DOI: 10.1016/j.tsc.2025.102026
Carmen Carpio de los Pinos , José Francisco Durán Medina , Daniel Rodriguez Arenas , Herminia Cid García
This study investigates the efficacy of an intervention using cultural and artistic activities to enhance creativity and motivation in adolescents experiencing academic failure. Under-performing students are typically removed from more holistic curriculums into groups that focus on a limited curriculum restricted to core subjects. Sixty-four adolescents experiencing academic failure were enrolled in a reduced academic curriculum as part of a professionally-led intervention programme. The intervention tested how a series of specifically-designed artistic-cultural activities, introduced as a didactic mechanism impacted on student motivation and creativity. Participants were divided into two groups: (1) the intervention group engaged in artistic-cultural activities within their reduced curriculum during school hours; (2) the control group that maintained their regular reduced curriculum with no additional activities.
The intervention group showed significant improvements in general creativity across the factors being assessed, including fluency, flexibility, originality, narrative creativity, elaboration, and graphic creativity. Student motivation also improved significantly, with differences between groups evident in metacognitive regulation, organisational strategies, relationship-building, learning assessment, intrinsic motivation, group work motivation, and self-efficacy.
The key educational implication demonstrated is that art and culture subjects should be included in programmes assigned to underperforming students. Such programmes enhance both creativity and motivation, potentially increasing student engagement and improving both individual and overall school attendance rates.
{"title":"Artistic and cultural education to improve creativity and motivation in students experiencing academic failure in secondary school","authors":"Carmen Carpio de los Pinos , José Francisco Durán Medina , Daniel Rodriguez Arenas , Herminia Cid García","doi":"10.1016/j.tsc.2025.102026","DOIUrl":"10.1016/j.tsc.2025.102026","url":null,"abstract":"<div><div>This study investigates the efficacy of an intervention using cultural and artistic activities to enhance creativity and motivation in adolescents experiencing academic failure. Under-performing students are typically removed from more holistic curriculums into groups that focus on a limited curriculum restricted to core subjects. Sixty-four adolescents experiencing academic failure were enrolled in a reduced academic curriculum as part of a professionally-led intervention programme. The intervention tested how a series of specifically-designed artistic-cultural activities, introduced as a didactic mechanism impacted on student motivation and creativity. Participants were divided into two groups: (1) the intervention group engaged in artistic-cultural activities within their reduced curriculum during school hours; (2) the control group that maintained their regular reduced curriculum with no additional activities.</div><div>The intervention group showed significant improvements in general creativity across the factors being assessed, including fluency, flexibility, originality, narrative creativity, elaboration, and graphic creativity. Student motivation also improved significantly, with differences between groups evident in metacognitive regulation, organisational strategies, relationship-building, learning assessment, intrinsic motivation, group work motivation, and self-efficacy.</div><div>The key educational implication demonstrated is that art and culture subjects should be included in programmes assigned to underperforming students. Such programmes enhance both creativity and motivation, potentially increasing student engagement and improving both individual and overall school attendance rates.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102026"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145527139","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}
Pub Date : 2026-06-01Epub Date: 2025-11-19DOI: 10.1016/j.tsc.2025.102071
Linlin Hu , Hao Wang
In the context of STEM education, scientific creativity has attracted much attention as a core literacy, but its underlying psychological mechanisms have not been fully elucidated. Grounded in social cognitive theory, this study examined the associations among STEM learning attitudes, metacognitive awareness, self-efficacy, and scientific creativity in a sample of 723 Chinese primary school students (Grades 3–6). Using structural equation modeling, the results indicated that STEM learning attitudes were positively associated with scientific creativity (β = 0.295, p < 0.001), as well as with metacognitive awareness (β = 0.189, p < 0.001) and self-efficacy (β = 0.099, p = 0.007). Both metacognitive awareness (β = 0.085, p = 0.014) and self-efficacy (β = 0.175, p < 0.001) were positively linked to scientific creativity, and a significant association was also observed between metacognitive awareness and self-efficacy (β = 0.338, p < 0.001). Indirect pathways were significant, including a sequential mediation path (β = 0.011, p = 0.001) consistent with theoretical expectations. A simulation-based sensitivity analysis confirmed the robustness of these mediation paths to moderate levels of unmeasured confounding. Additionally, scientific creativity showed moderate correlations with mathematics (r = 0.397) and science achievement (r = 0.266), while gender differences were not statistically significant. The study offers preliminary guidance for future research and educational interventions aiming to cultivate creative potential through the enhancement of attitudes and self-regulatory skills.
在STEM教育背景下，科学创造力作为一种核心素养备受关注，但其潜在的心理机制尚未得到充分阐明。本研究以社会认知理论为基础，以723名中国3-6年级小学生为样本，研究了STEM学习态度、元认知意识、自我效能感和科学创造力之间的关系。采用结构方程模型，结果表明，STEM学习态度与科学创造力（β = 0.295, p < 0.001）、元认知意识（β = 0.189, p < 0.001）和自我效能感（β = 0.099, p = 0.007）呈正相关。元认知意识（β = 0.085, p = 0.014）和自我效能感（β = 0.175, p < 0.001）与科学创造力呈正相关，元认知意识与自我效能感之间也存在显著相关（β = 0.338, p < 0.001）。间接途径显著，包括与理论预期一致的顺序中介路径（β = 0.011, p = 0.001）。基于模拟的敏感性分析证实了这些中介路径对中等水平的未测量混杂的稳健性。此外，科学创造力与数学（r = 0.397）和科学成就（r = 0.266）呈中等相关，性别差异无统计学意义。该研究为未来的研究和教育干预提供了初步指导，旨在通过提高态度和自我调节技能来培养创新潜力。
{"title":"Exploring the associations between STEM learning attitudes and scientific creativity among primary school students: a mediation model of metacognitive awareness and self-efficacy","authors":"Linlin Hu , Hao Wang","doi":"10.1016/j.tsc.2025.102071","DOIUrl":"10.1016/j.tsc.2025.102071","url":null,"abstract":"<div><div>In the context of STEM education, scientific creativity has attracted much attention as a core literacy, but its underlying psychological mechanisms have not been fully elucidated. Grounded in social cognitive theory, this study examined the associations among STEM learning attitudes, metacognitive awareness, self-efficacy, and scientific creativity in a sample of 723 Chinese primary school students (Grades 3–6). Using structural equation modeling, the results indicated that STEM learning attitudes were positively associated with scientific creativity (β = 0.295, p < 0.001), as well as with metacognitive awareness (β = 0.189, p < 0.001) and self-efficacy (β = 0.099, p = 0.007). Both metacognitive awareness (β = 0.085, p = 0.014) and self-efficacy (β = 0.175, p < 0.001) were positively linked to scientific creativity, and a significant association was also observed between metacognitive awareness and self-efficacy (β = 0.338, p < 0.001). Indirect pathways were significant, including a sequential mediation path (β = 0.011, p = 0.001) consistent with theoretical expectations. A simulation-based sensitivity analysis confirmed the robustness of these mediation paths to moderate levels of unmeasured confounding. Additionally, scientific creativity showed moderate correlations with mathematics (r = 0.397) and science achievement (r = 0.266), while gender differences were not statistically significant. The study offers preliminary guidance for future research and educational interventions aiming to cultivate creative potential through the enhancement of attitudes and self-regulatory skills.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102071"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145624781","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}
Pub Date : 2026-06-01Epub Date: 2025-11-13DOI: 10.1016/j.tsc.2025.102062
Haiyan Huang , Mengmeng Cheng , Yanan Zeng
The evidence supporting how metacognitive scaffolding effectively fosters collaborative programming is increasing; however, the specific type of metacognitive scaffolding most beneficial in this context remains unclear. To further investigate this, the present study utilized a quasi-experimental design to compare the effects of structured and problem-based metacognitive scaffolding on collaborative programming among primary school students. Their impact on students’ metacognitive behaviors during learning, as well as on learning outcomes (metacognitive abilities and programming project scores), was examined, which included retention of any improvements in metacognitive abilities after the removal of scaffolding. The findings reveal that both structured and problem-based metacognitive scaffolding significantly enhanced students’ metacognitive abilities (p < 0.05), with no significant difference in the retention of these abilities. Neither type of scaffolding enhanced students’ programming project scores. However, the problem-based metacognitive scaffolding group demonstrated more metacognitive behaviors than the structured group (282, 56.9% vs. 214, 43.1%) (p < 0.01), in particular, in terms of enacting strategies (163, 58.8% vs.114, 41.2%) (p < 0.01) and monitoring and controlling (61, 63.5% vs. 35, 36.5%) (p < 0.01) metacognitive behaviors. Guidelines for designing collaborative programming activities were developed based on these findings and are discussed in this study.
支持元认知支架如何有效促进协作编程的证据正在增加；然而，在这种情况下最有益的元认知支架的具体类型仍不清楚。为了进一步探讨这一点，本研究采用准实验设计来比较结构化和基于问题的元认知脚手架对小学生协作编程的影响。他们对学生在学习过程中的元认知行为以及学习结果（元认知能力和编程项目分数）的影响进行了研究，其中包括移除脚手架后元认知能力的任何改善的保留。结果显示，结构化元认知支架和基于问题的元认知支架均显著提高了学生的元认知能力（p < 0.05），但在这些能力的保留上没有显著差异。这两种脚手架都不能提高学生的编程项目分数。然而，基于问题的元认知支架组比结构化组表现出更多的元认知行为（282,56.9% vs. 214, 43.1%） （p < 0.01），特别是在制定策略（163,58.8% vs.114, 41.2%） （p < 0.01）和监控（61,63.5% vs. 35, 36.5%） （p < 0.01）元认知行为。设计协作编程活动的指导方针是基于这些发现制定的，并在本研究中进行了讨论。
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Pub Date : 2026-06-01Epub Date: 2025-12-23DOI: 10.1016/j.tsc.2025.102117
Alemayehu Leta Abo, Hailu Wubshet Degefu, Berhan Demeke Abeba
Different studies designate the application of peer assessment is well-known within educational contexts. However, scholarly analysis into its pedagogical usefulness remains inconsistent, particularly within EFL writing environment. Consequently, this study investigates the efficacy of teacher-mediated peer assessment in enhancing EFL students’ writing performance and perceptions. A non-equivalent control group pre-test and post-test quasi-experimental design was employed to address the research inquiries. The study involved two intact groups comprised 60 second-year students majoring in economics. These intact groups were assigned into experimental group (N = 30) and the other as the control group (N = 30) through a lottery method non-randomly. The students in the experimental group engaged in writing exercises focused on paragraph composition while receiving teacher-facilitated peer assessment, whereas their counterparts in the control group performed identical writing tasks but were exclusively evaluated through teacher assessment. Data were collected via pre- and post-writing tests. Moreover, Peer Assessment Perception Questionnaire (PAPQ) was administered to the experimental group participants to complement the data from the tests. The data from the tests were analysed using adjusted mean, one way MANCOVA with follow up ANCOVAs, whereas the PAPQ data were analyzed through descriptive statistics using mean and standard deviations. The results revealed that teacher-mediated peer assessment significantly improved the experimental group students’ writing performance in terms of content (partial ŋ2 = 0.38) and grammar (partial ŋ2 = 0.36). However, the improvements in paragraph organization, vocabulary, and mechanics were statistically insignificant suggesting longer-term interventions and more directed strategies to considerably influence these writing aspects. The survey results also disclosed teacher-mediated peer assessment enhances students’ writing, critical thinking, and social skills while fostering reflective, self-regulated, and collaborative learning, signifying the integration of teacher-mediated peer assessment into the writing curriculum.
{"title":"Augmenting EFL learners’ writing performance and perceptions: the pedagogical efficacy of teacher-mediated peer assessment","authors":"Alemayehu Leta Abo, Hailu Wubshet Degefu, Berhan Demeke Abeba","doi":"10.1016/j.tsc.2025.102117","DOIUrl":"10.1016/j.tsc.2025.102117","url":null,"abstract":"<div><div>Different studies designate the application of peer assessment is well-known within educational contexts. However, scholarly analysis into its pedagogical usefulness remains inconsistent, particularly within EFL writing environment. Consequently, this study investigates the efficacy of teacher-m<strong>e</strong>diated peer assessment in enhancing EFL students’ writing performance and perceptions. A non-equivalent control group pre-test and post-test quasi-experimental design was employed to address the research inquiries. The study involved two intact groups comprised 60 second-year students majoring in economics. These intact groups were assigned into experimental group (<em>N</em> = 30) and the other as the control group (<em>N</em> = 30) through a lottery method non-randomly. The students in the experimental group engaged in writing exercises focused on paragraph composition while receiving teacher-facilitated peer assessment, whereas their counterparts in the control group performed identical writing tasks but were exclusively evaluated through teacher assessment. Data were collected via pre- and post-writing tests. Moreover, Peer Assessment Perception Questionnaire (PAPQ) was administered to the experimental group participants to complement the data from the tests. The data from the tests were analysed using adjusted mean, one way MANCOVA with follow up ANCOVAs, whereas the PAPQ data were analyzed through descriptive statistics using mean and standard deviations. The results revealed that teacher-m<strong>e</strong>diated peer assessment significantly improved the experimental group students’ writing performance in terms of content (partial <em>ŋ2</em> = 0.38) and grammar (partial <em>ŋ2</em> = 0.36). However, the improvements in paragraph organization, vocabulary, and mechanics were statistically insignificant suggesting longer-term interventions and more directed strategies to considerably influence these writing aspects. The survey results also disclosed teacher-mediated peer assessment enhances students’ writing, critical thinking, and social skills while fostering reflective, self-regulated, and collaborative learning, signifying the integration of teacher-mediated peer assessment into the writing curriculum.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102117"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145883799","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}
Embodied learning enhances cognition and metacognition through physical activity, but analyzing students’ behaviors in dynamic classrooms from multimodal data is complex. Human-guided, AI-driven Multimodal Learning Analytics offers promise, yet demands labor-intensive coding. Using coding schemas to fine-tune deep learning for accurate interpretation of learner behaviors remains both challenging and computationally intensive.
Aims:
Develop a robust human-in-the-loop AI framework to analyze students’ self-regulated learning (SRL) and socially shared regulation of learning (SSRL) in embodied learning environments. The framework integrates multimodal data streams, deep learning algorithms, and a late-fusion Large Language Model (LLM) for deriving SRL and SSRL behaviors.
Sample and Methods:
A two-month study in a 4th-grade science classroom, focused on two class sessions and four fully consented students. A novel codebook mapped multimodal features to high-level SRL-SSRL behaviors. Our multimodal pipeline combined deep learning algorithms of students’ interactions with an LLM for late fusion to segment and classify behaviors. Learning scientists validated the results using an interactive timeline.
Results:
The LLM identified 470 segments across 40 min of video from two enactments of the photosynthesis scenario. Enacting (66.4%) and Interacting (15.5%) were most frequent. Human evaluation confirmed accuracy but noted challenges with overlapping behaviors. A case study of two students revealed distinct regulatory strategies across behaviors and durations.
Conclusion:
Integrating AI with human expertise enhances analysis of SRL and SSRL in embodied learning. Future work will refine behavioral definitions, improve data alignment, expand validation, and deploy the pipeline online to generate enactment summaries that support teachers and students.
{"title":"Analyzing embodied learning in classroom settings: A human-in-the-loop AI approach for multimodal learning analytics","authors":"Joyce Horn Fonteles , Clayton Cohn , Efrat Ayalon , Mengxi Zhou , Ashwin T.S. , Eduardo Davalos , Zhijian Li , Surya Rayala , Divya Mereddy , Austin Coursey , Shruti Jain , Yike Zhang , Noel Enyedy , Joshua Danish , Gautam Biswas","doi":"10.1016/j.learninstruc.2025.102274","DOIUrl":"10.1016/j.learninstruc.2025.102274","url":null,"abstract":"<div><h3>Background:</h3><div>Embodied learning enhances cognition and metacognition through physical activity, but analyzing students’ behaviors in dynamic classrooms from multimodal data is complex. Human-guided, AI-driven Multimodal Learning Analytics offers promise, yet demands labor-intensive coding. Using coding schemas to fine-tune deep learning for accurate interpretation of learner behaviors remains both challenging and computationally intensive.</div></div><div><h3>Aims:</h3><div>Develop a robust human-in-the-loop AI framework to analyze students’ self-regulated learning (SRL) and socially shared regulation of learning (SSRL) in embodied learning environments. The framework integrates multimodal data streams, deep learning algorithms, and a late-fusion Large Language Model (LLM) for deriving SRL and SSRL behaviors.</div></div><div><h3>Sample and Methods:</h3><div>A two-month study in a 4th-grade science classroom, focused on two class sessions and four fully consented students. A novel codebook mapped multimodal features to high-level SRL-SSRL behaviors. Our multimodal pipeline combined deep learning algorithms of students’ interactions with an LLM for late fusion to segment and classify behaviors. Learning scientists validated the results using an interactive timeline.</div></div><div><h3>Results:</h3><div>The LLM identified 470 segments across 40 min of video from two enactments of the photosynthesis scenario. Enacting (66.4%) and Interacting (15.5%) were most frequent. Human evaluation confirmed accuracy but noted challenges with overlapping behaviors. A case study of two students revealed distinct regulatory strategies across behaviors and durations.</div></div><div><h3>Conclusion:</h3><div>Integrating AI with human expertise enhances analysis of SRL and SSRL in embodied learning. Future work will refine behavioral definitions, improve data alignment, expand validation, and deploy the pipeline online to generate enactment summaries that support teachers and students.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"103 ","pages":"Article 102274"},"PeriodicalIF":4.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146174407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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