Journal of Creative Behavior最新文献

This study examined the longitudinal relationships between children's playfulness, creative thinking processes, and academic skills. Participants were 150 Chinese kindergarten children (52.7% boys; Time 1 age range = 4–5 years) and their parents. At Time 1, the parents reported demographic information and rated children's playfulness (social and cognitive spontaneity) by completing the questionnaire. Children were administered behavioral measurements of creative thinking processes (convergent and divergent thinking), Chinese word reading, and mathematics skills (forward counting, backward counting, number word comparison, arithmetic addition, and arithmetic subtraction). One year later, at Time 2, children completed the same behavioral assessments again. Results from a path analytic model revealed that the indirect relationship between playfulness at Time 1 and mathematics at Time 2, mediated through convergent thinking at Time 1, was positive and significant. Moreover, children's convergent thinking and mathematics skills reciprocally predicted each other. These findings suggest that playful kindergarten children might display better creative thinking and academic skills over time. Furthermore, the results highlight how encouraging children's playfulness and implementing play-based mathematics activities may nurture their creativity and academic skills.

This article explores the potential of response time-item response theory (RT-IRT) models to enhance creative thinking (CT) measurement in Programme for International Student Assessment (PISA) 2022, which employs traditional IRT models (2PL and generalized partial credit) excluding response time (RT). Given traditional IRT's limitations in capturing cognitive processes, we explored how numerous advanced IRT models, particularly those that incorporate RT as valuable information, have been developed for model testing and comparison for large-scale assessment. In addition, we discuss the critical role of RT as demonstrated in the research literature, linking it to key aspects of creativity. We also explore the possibilities of connecting two types of RTs (i.e., the total time spent on task completion and the time from start to first action spent on each task) to patterns in creative performance across domains and stages, using RT-IRT models. Benefits and types of RT-IRT models (e.g., joint, diffusion, mixture) are further examined as they integrate RT to model speed–accuracy trade-offs, detect aberrant response behaviors, and enhance result interpretability by reflecting engagement and creative processes. Lastly, we propose RT-IRT models to leverage PISA 2022's RT data and provide process-oriented insights, improve ability estimates, and potentially prevent misclassification of spontaneously creative responses as careless ones.

This study explores the multifaceted nature of creativity in BMX riding by examining how riders interact with their physical and social environments to produce innovative movements and trail designs. Grounded in Perspective-Affordance Theory and the principles of embodied cognition, the research highlights that creativity in BMX emerges from the interplay between an individual's shifting perspective and the environmental affordances available in urban and natural settings. Semi-structured interviews with 26 BMX riders reveal that creativity in BMX is embedded in physical action, community dynamics, and the negotiation of risk and failure. The findings underscore the importance of socio-cultural support and individual risk-taking in shaping creative practices, offering new insights into how embodied experiences and environmental interactions drive creativity in action sports.

Creative thinking is a fundamental skill for addressing the challenges of the 21st century, fostering innovation, and contributing to social, economic, and cultural development. Recognizing its significance, the OECD introduced creative thinking as part of the PISA 2022 assessment. This assessment evaluates students' capacity to generate, evaluate, and improve ideas across various domains, including written and visual expression, social problem-solving, and scientific problem-solving. The scoring criteria for the PISA creative thinking emphasize appropriateness and originality, yet questions arise regarding aligning these operational definitions and broader creativity theories. This article discusses the alignment between creativity theory and the creative thinking PISA 2022 assessment framework, highlighting potential misalignments in the scoring rubrics that may impact the validity of inferences drawn from the data. It also addresses contextual biases inherent in scoring mechanisms and the implications for assessing creative thinking.

This study explores developmental changes in creative thinking and lexical richness (measured through lexical density and diversity) during late childhood and examines how different classroom methodologies may be associated with these changes. Data were collected from 57 students at three time points (between 5th and 6th grades of primary school), allowing us to track the longitudinal development of both variables. Participants were divided into two groups based on their learning methodologies: Cooperative Learning (CL) and Individual Learning (IL). In the CL group, students engaged in structured cooperative activities centered on problem-solving and open-ended tasks in Language, Mathematics, and Arts, fostering peer interaction and idea exchange. A repeated measures ANOVA revealed significant age-related improvements in creative thinking and lexical richness, with the CL group showing greater gains, particularly at the second (T2) and third (T3) assessments. Correlation analyses showed a strong positive relationship between lexical richness and creative thinking, suggesting that a richer vocabulary may facilitate the generation of more complex and innovative ideas. These findings highlight the value of cooperative learning in promoting both creative and linguistic development during late childhood and underscore the need for further research into how classroom practices influence cognitive growth in primary education.

The PISA 2022 Creative Thinking (CT) assessment is a watershed moment for the status of CT in schools, providing leadership opportunities for researchers, practitioners, and policy makers. This extensive new data set reminds educators of the challenges faced by anyone trying to change a system predicated on individual subject disciplines and their largely content-based assessments. It also helpfully further debunks some surprisingly long-held myths about creativity—that it is vague, undermines scholarship, cannot be taught, and cannot be assessed in schools. This paper moves beyond the important ‘event’ of the PISA test to the important ongoing processes of formative assessments in classrooms which could be taking place today. Examples are offered from the author's own research with schools which expand on the PISA data and possible next steps are identified for school and system leaders who wish to seize the opportunities presented by the PISA CT Test.