Thinking Skills and Creativity最新文献

Validation and network structure of the Kaufman domains of creativity scale: A psychometric investigation in an Arabic context 考夫曼创造力领域量表的验证和网络结构：阿拉伯语环境下的心理测量调查

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-11-12 DOI: 10.1016/j.tsc.2024.101689

Sameh Said-Metwaly , Amany Farahat Abdalmageid , Changsheng Chen , Wim Van den Noortgate

The Kaufman Domains of Creativity Scale (K-DOCS), a self-report measure designed to capture creative behaviors across various domains, has been utilized and validated across different cultural contexts. The present study sought to assess the psychometric properties of an Arabic version of the K-DOCS. Using exploratory graph analysis followed by confirmatory factor analysis and item response theory analysis, the factor structure of the K-DOCS was assessed. Additionally, the criterion validity of the K-DOCS was assessed in relation to measures of openness and emotional intelligence. Beyond validation, the study examined the network structure of the K-DOCS domains to understand their interconnections and investigated potential domain network differences based on gender, age, and academic major. Data were collected among 2,594 Egyptian university students. The results suggest that the K-DOCS has a five-factor structure broadly consistent with the theoretical factor structure and demonstrates acceptable criterion validity. The results further reveal that the K-DOCS domains cluster together into a single interconnected community, with significant differences in domain connectivity based on gender and age, but not on academic major. The implications of these results for the conceptualization and measurement of creativity are discussed.

考夫曼创造力领域量表（Kaufman Domains of Creativity Scale，简称 K-DOCS）是一种自我报告量表，旨在反映不同领域的创造性行为，已在不同文化背景下得到使用和验证。本研究旨在评估阿拉伯语版 K-DOCS 的心理测量特性。通过探索性图表分析、确认性因素分析和项目反应理论分析，对 K-DOCS 的因素结构进行了评估。此外，还评估了 K-DOCS 与开放性和情商测量的标准有效性。除了验证之外，研究还检验了 K-DOCS 各领域的网络结构，以了解它们之间的相互联系，并调查了基于性别、年龄和专业的潜在领域网络差异。研究收集了 2594 名埃及大学生的数据。结果表明，K-DOCS 的五因素结构与理论因素结构基本一致，并显示出可接受的标准效度。研究结果进一步表明，K-DOCS 的各个领域聚集成一个相互联系的群体，不同性别和年龄的学生在领域连接性方面存在显著差异，而不同专业的学生在领域连接性方面则不存在显著差异。本文讨论了这些结果对创造力概念化和测量的影响。

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引用次数: 0

Creativity and motor skill learning among kindergarten children: Investigating Predictive correlations and performance differences 幼儿园儿童的创造力和运动技能学习：调查预测相关性和表现差异

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-11-10 DOI: 10.1016/j.tsc.2024.101684

Rafat Ghanamah

Creativity, often linked to enhanced problem-solving and adaptive thinking, may play a considerable role in how children acquire and retain motor skills. This study investigates the effect of creativity on motor learning in kindergarten children. Using a sample of 120 Arab Israeli kindergarten children (60 girls and 60 boys, aged 5–6 years), we measured creativity through Torrance's Thinking Creatively in Action and Movement (TCAM) and assessed motor learning through invented letter task (ILT), in terms of speed and accuracy, administered at multiple time points: beginning and end of training, 24 hours post-training, and 4–5 weeks post-training. Our results indicate a significant correlation between the creativity measures and skill acquisition, consolidation, and long-term retention. Additionally, the results show that the creativity tests predict, skill acquisition and learning. Moreover, children with higher creativity scores exhibited significantly better performance in both speed and accuracy throughout the motor learning phases. Specifically, these children showed superior acquisition of skills, enhanced consolidation 24 hours post-training, and better retention. While the TCAM test focuses on creative thinking within physical activities, the observed association between creativity and motor learning suggests that creative activities may foster adaptive learning strategies and enhanced motor development. The study's findings underline the importance of incorporating creative activities into motor learning interventions. Such integration could, potentially, optimize developmental outcomes by fostering cognitive and motor skill development. This study deepens our understanding of the relationship between creativity and motor development, providing valuable insights for designing educational methods that support child development.

创造力通常与提高解决问题的能力和适应性思维有关，它在儿童如何获得和保持运动技能方面可能起着相当大的作用。本研究调查了创造力对幼儿园儿童运动学习的影响。我们以 120 名阿拉伯裔以色列幼儿园儿童（60 名女孩和 60 名男孩，5-6 岁）为样本，通过托伦斯的 "在行动和运动中创造性地思考"（TCAM）来测量创造力，并通过 "发明字母任务"（ILT）来评估运动学习的速度和准确性。我们的结果表明，创造力测量与技能掌握、巩固和长期保持之间存在明显的相关性。此外，结果还显示，创造力测试能预测技能的掌握和学习。此外，在整个运动学习阶段，创造力得分较高的儿童在速度和准确性方面的表现都明显更好。具体来说，这些儿童在技能掌握、训练后 24 小时的巩固性和保持性方面都表现优异。虽然 TCAM 测试侧重于体育活动中的创造性思维，但观察到的创造性与运动学习之间的关联表明，创造性活动可促进适应性学习策略和增强运动发展。研究结果强调了将创造性活动纳入运动学习干预的重要性。这种整合有可能通过促进认知和运动技能的发展来优化发展成果。这项研究加深了我们对创造力与运动发展之间关系的理解，为设计支持儿童发展的教育方法提供了宝贵的见解。

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引用次数: 0

The influence of group categorization and common ingroup identity on malevolent creativity, benevolent creativity, and neutral creativity 群体分类和共同的群体认同对恶意创造力、善意创造力和中性创造力的影响

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-11-09 DOI: 10.1016/j.tsc.2024.101686

Xiumin Du , Yandong Zhao , Ke Zhang

Group categorization creates intergroup bias. However, the influence of group categorization on malevolent creativity (MC), benevolent creativity (BC), and neutral creativity (NC) remains unclear. First two studies explored this influence. In Study 1 (N = 79), participants generated lower MC and higher BC toward in-group members than out-group members. In Study 2 (N = 102), lower MC and higher BC were generated when participants were primed by in-group identity than by out-group identity. Furthermore, group composition is not static but rather a dynamic process. Individuals may establish a common ingroup identity with out-group members while altering their groups, which can mitigate intergroup bias and promote harmonious intergroup relationships, potentially influencing individuals’ MC, BC, and NC. Therefore, last two studies explored this influence. Study 3 (N = 134) first validated the findings of Study 1. Then, by recategorizing existing groups to establish a common ingroup identity among different groups’ members, finding a common ingroup identity could reduce MC and enhance BC towards out-group members. Study 4 (N = 123) further extended this influence to the priming effect and found even when individuals were primed by different group identities, priming a common ingroup identity can reduce MC and enhance BC toward others. In all studies, NC remained consistently unaffected. In conclusion, group categorization and common ingroup identity can affect MC and BC, but not NC. The AMORAL model, intergroup bias, and common ingroup identity model were used to explain our findings, while limitations and future research directions were discussed in detail.

群体分类会产生群体间偏见。然而，群体分类对恶意创造力（MC）、善意创造力（BC）和中性创造力（NC）的影响仍不清楚。前两项研究探讨了这种影响。在研究 1（N = 79）中，与群体外成员相比，参与者对群体内成员产生的恶意创造力（MC）更低，而对群体外成员产生的善意创造力（BC）更高。在研究 2（N = 102）中，当参与者受到组内身份的诱导时，对组内成员产生的 MC 比对组外成员产生的 BC 更低。此外，群体构成不是一成不变的，而是一个动态的过程。个体在改变群体的同时，可能会与外群体成员建立共同的内群体认同，这可以减轻群体间偏见，促进和谐的群体间关系，从而可能影响个体的 MC、BC 和 NC。因此，最后两项研究探讨了这种影响。研究 3（N = 134）首先验证了研究 1 的结果。然后，通过对现有群体进行重新分类，在不同群体成员之间建立共同的内群体认同，找到共同的内群体认同可以降低 MC，提高对外群体成员的 BC。研究 4（N = 123）将这种影响进一步扩展到引物效应，发现即使个体受到不同群体身份的引物，共同的内群体身份引物也能降低 MC，增强对他人的 BC。在所有研究中，NC 始终不受影响。总之，群体分类和共同的内群体认同会影响 MC 和 BC，但不会影响 NC。我们使用了AMORAL模型、群间偏差和共同内群体认同模型来解释我们的研究结果，并详细讨论了研究的局限性和未来的研究方向。

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引用次数: 0

Measuring parental behaviors supporting higher order thinking skills in children: A scale development study 测量父母支持儿童高阶思维能力的行为：量表开发研究

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-11-08 DOI: 10.1016/j.tsc.2024.101685

Hurşide Kübra Özkan Kunduracı , Kevser Tozduman Yaralı , Semih Kaynak

This study aimed to develop a measurement tool to assess parental behaviors supporting the higher order thinking skills of children aged 4–7 years. An item pool was created by reviewing relevant literature and gathering parental opinions, which was then finalized through expert review. The scale's psychometric properties were examined in two stages. In the first stage, an exploratory factor analysis was conducted with 272 parents, resulting in a 12-item scale with a single factor explaining approximately 75% of the variance. In the second stage, the 12-item scale was administered to a different group of 357 parents, and confirmatory factor analysis was conducted. The results indicated satisfactory construct validity, strong reliability (Cronbach's alpha and omega), as well as convergent and concurrent validity. The consistent psychometric findings from two separate study groups support the conclusion that the developed scale is a valid and reliable instrument for measuring parental behaviors that support higher order thinking skills in children aged 4–7 years.

本研究旨在开发一种测量工具，用于评估父母支持 4-7 岁儿童高阶思维能力的行为。通过查阅相关文献和收集家长意见，建立了一个项目库，然后通过专家评审最终确定。量表的心理测量特性分两个阶段进行检验。在第一阶段，对 272 名家长进行了探索性因子分析，得出了 12 个项目的量表，其中一个因子可解释约 75% 的方差。在第二阶段，对另一组 357 名家长实施了 12 个项目的量表，并进行了确认性因子分析。结果表明，该量表具有令人满意的建构效度、较高的信度（克朗巴赫α和Ω）以及收敛效度和并发效度。两个不同研究小组的心理测量结果一致，支持了这一结论，即所开发的量表是一种有效、可靠的工具，可用于测量父母支持 4-7 岁儿童高阶思维能力的行为。

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引用次数: 0

The long-term impact of executive functions on everyday creativity among Chinese adolescents: A longitudinal mediation model of emotional resilience and creative self-efficacy 执行功能对中国青少年日常创造力的长期影响：情绪复原力与创造力自我效能的纵向中介模型

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-11-08 DOI: 10.1016/j.tsc.2024.101682

Qing Wang, Yuanmeng Tang, Jie Yu, Liying Huang, Xinya Wang, Baoguo Shi

Recent studies have underscored the vital role of executive functions (EFs) in creativity. However, most research has concentrated on creative thinking while overlooking the relationship between EFs and everyday creativity and the mechanism underlying this relationship in the development of adolescents. In this study, we recruited 1269 adolescents (560 girls, 44.1 %) and utilized a longitudinal follow-up approach, conducting questionnaire surveys at three time points. The longitudinal mediation model of emotional resilience (ER) at Time 2 (T2) and creative self-efficacy (CSE) at Time 3 (T3) as links between EFs at Time 1 (T1) and everyday creativity at T3 was analyzed to verify all possible paths in this study. The results revealed that EFs (T1) positively predicted adolescents’ everyday creativity in science, art, and literature two years later (T3). Furthermore, EFs (T1) predicted adolescents' everyday creativity in science, art, and literature (T3) via a sequential mediation model of ER (T2) and CSE (T3), as well as a mediation model of CSE (T3). In summary, these findings reveal the relationships and internal mediating mechanisms between EFs and everyday creativity. This study has considerable implications for families and schools to advance the development of adolescents’ everyday creativity by training their EFs and strengthening their ER and CSE.

最近的研究强调了执行功能（EFs）在创造力中的重要作用。然而，大多数研究都集中在创造性思维方面，却忽视了执行功能与日常创造力之间的关系，以及这种关系在青少年成长过程中的内在机制。在这项研究中，我们招募了 1269 名青少年（560 名女生，占 44.1%），并采用纵向追踪方法，在三个时间点进行问卷调查。我们分析了时间 2（T2）的情绪复原力（ER）和时间 3（T3）的创造性自我效能感（CSE）作为时间 1（T1）的情商与时间 3（T3）的日常创造力之间的联系的纵向中介模型，以验证本研究中所有可能的路径。结果表明，两年后（T3），EFs（T1）对青少年在科学、艺术和文学方面的日常创造力有积极的预测作用。此外，通过 ER（T2）和 CSE（T3）的顺序中介模型以及 CSE（T3）的中介模型，EFs（T1）还能预测青少年在科学、艺术和文学方面的日常创造力（T3）。总之，这些研究结果揭示了EF与日常创造力之间的关系和内部中介机制。这项研究对家庭和学校通过训练青少年的情商、加强青少年的情境体验（ER）和情境体验（CSE）来促进青少年日常创造力的发展具有重要意义。

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引用次数: 0

The development of critical thinking, team working, and communication skills in a business school–A project-based learning approach 在商学院培养批判性思维、团队合作和沟通技能--基于项目的学习方法

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-11-06 DOI: 10.1016/j.tsc.2024.101680

Eva Dias-Oliveira , Rita Pasion , Rui Vieira da Cunha , Sandra Lima Coelho

This study presents a Project-Based Learning (PBL) approach – the Multidisciplinary Project I course (MPI) - conceived to improve critical thinking skills of first-year business students while also mobilizing teamwork and communication skills. The main goals are to 1) describe the methodological PBL approach of MPI and 2) analyze changes in critical thinking, team working, and communication skills during the semester (pre- and post-test) by comparing management and economics students enrolled in MP1 (n= 946) to a control group (n= 210) including students from other courses. Our findings show that, at the end of the semester, MPI students reported a greater reduction in their critical thinking difficulties and communication apprehension and improvements in teamwork skills. This study provides evidence supporting the inclusion of PBL approaches to promote skills in business students that can be transferable to real-world settings.

本研究介绍了一种基于项目的学习（PBL）方法--多学科项目 I 课程（MPI）--旨在提高商科一年级学生的批判性思维能力，同时调动团队合作和沟通技能。主要目标是：1）描述 MPI 的 PBL 方法；2）通过比较选修 MP1 课程的管理学和经济学学生（人数=946）与对照组（人数=210）（包括其他课程的学生），分析批判性思维、团队合作和沟通技能在学期期间（前测和后测）的变化。我们的研究结果表明，在学期结束时，MPI 学生报告说，他们的批判性思维困难和沟通忧虑减少了很多，团队合作技能也有所提高。这项研究提供了支持采用 PBL 方法来提高商科学生技能的证据，这些技能可以迁移到现实世界的环境中。

引用次数: 0

Disjunction and access to knowledge: Educational implications 断裂与获取知识：对教育的影响

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-11-06 DOI: 10.1016/j.tsc.2024.101677

Miguel López-Astorga , Leyla D. Torres-Bravo , Cristian A. Rojas-Barahona

In classical logic, it is possible to derive ‘either p or q’ from ‘p’ (where p and q are sentences with any content). This is a cognitive problem, since people often tend not to make inferences of that kind. This paper analyzes the solution the theory of mental models gives for this problem. Based on that solution, the paper proposes to use tasks with inferences such as that mentioned in the educational context. The idea is that those tasks can allow assessing certain learnings. In particular, they can reveal in some cases whether students understand the relations between the semantic contents assigned to p and q. This is because, following the theory of mental models, whenever q implies p, the inference must be accepted.

在经典逻辑中，可以从 "p "推导出 "p 或 q"（其中 p 和 q 是具有任意内容的句子）。这是一个认知问题，因为人们往往倾向于不做这类推论。本文分析了心智模式理论对这一问题给出的解决方案。在此基础上，本文提出了在教育领域使用推理任务的建议。我们的想法是，这些任务可以对某些学习进行评估。这是因为，根据心智模型理论，只要 q 意味着 p，推论就必须被接受。

引用次数: 0

Executive function training curriculum to enhance emotional intelligence in early childhood: Theory adaptation in educational design research 提高幼儿情商的执行功能训练课程：教育设计研究中的理论调整

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-11-02 DOI: 10.1016/j.tsc.2024.101673

Natthiya Pumyoch , Sanit Srikoon

Emotional intelligence (EI) is vital for early childhood development and is closely linked to executive function (EF). EF is a foundation of cognitive ability in early childhood. Educational design research (EDR) offers an adaptive methodology for curriculum development. This study aimed to (1) analyze and explore perspectives for designing an executive function training (EFT) curriculum to enhance EI, (2) design and develop the EFT curriculum, and (3) evaluate and reflect on the EFT curriculum. The research underscores the need to enhance EI, social skills, self-help abilities, and positive attitudes in early childhood students. Developed through a collaborative effort involving multiple stakeholders, the EFT curriculum aligns with Thailand's Ministry of Education standards. It significantly improves EI scores across six assessments of EI's five elements: self-awareness, self-regulation, motivation, empathy, and adeptness in relationships. The EFT curriculum emphasizes inhibitory control, shift/cognitive flexibility, emotional control, working memory, planning/organizing, and incorporating sleep to support cognitive and emotional development, a total of 150 hours. Developed with stakeholder input and rigorous design principles, the EFT curriculum prepares children for future learning and life challenges.

情商（EI）对儿童早期发展至关重要，它与执行功能（EF）密切相关。执行功能是幼儿认知能力的基础。教育设计研究（EDR）为课程开发提供了一种适应性方法。本研究旨在（1）分析和探索设计执行功能训练（EFT）课程的视角，以提高幼儿智能；（2）设计和开发执行功能训练课程；（3）评估和反思执行功能训练课程。研究强调了提高幼儿学生的执行能力、社交技能、自助能力和积极态度的必要性。幼儿英语教学课程是通过多方合作开发的，符合泰国教育部的标准。它大大提高了幼儿情绪、情感和行为五要素（自我意识、自我调节、积极性、移情能力和人际关系）六项评估的得分。EFT 课程强调抑制控制、转换/认知灵活性、情绪控制、工作记忆、计划/组织，并结合睡眠来支持认知和情绪发展，共计 150 个小时。根据利益相关者的意见和严格的设计原则开发的 "幼儿情绪和情感发展 "课程，可帮助儿童为未来的学习和生活挑战做好准备。

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引用次数: 0

The more open, the more creative? The metaphorical effects of postural openness on divergent thinking and convergent thinking 越开放就越有创造力？姿势开放性对发散思维和聚合思维的隐喻效应

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-11-02 DOI: 10.1016/j.tsc.2024.101675

Lu Song , Qihan Zhang , Bingjie Zhao , Xuejun Bai

As one of the most prevalent bodily states in daily life, postures can exert an impact on creative thinking. Adopting the perspective of embodied metaphor, two studies were conducted using the "posture-cognition" dual-task paradigm to investigate the influence of different postural openness on creative thinking. Study 1 explored the effects of expansive/open versus contractive/closed postures on divergent thinking and convergent thinking, and observed whether they were modulated by standing and sitting postures. Study 2 further examined the participants' performance on a convergent thinking task and a non-creative detail processing task of varying difficulty under identical postures. Results indicated better divergent thinking performance with expansive postures than with contractive postures, confirming the "expansive-divergent" metaphor. The expansive standing posture was found to be the most conducive posture for divergent thinking. However, the contractive postures failed to facilitate the convergent thinking task, but showed more conducive to the moderately difficult non-creative detail processing task. These findings support that body postures can have a metaphorical effect on higher cognitive processes such as creative thinking, but the effect varies depending on the type of creative cognitive processing. This research enhances the comprehension of embodied creativity and provides valuable insights for educational practice.

作为日常生活中最常见的身体状态之一，姿势会对创造性思维产生影响。本研究从具身隐喻的角度出发，采用 "姿势-认知 "双任务范式进行了两项研究，探讨了不同姿势开放性对创造性思维的影响。研究1探讨了扩张/开放姿势与收缩/封闭姿势对发散思维和聚合思维的影响，并观察了站姿和坐姿是否会调节这些影响。研究 2 进一步考察了参与者在相同姿势下完成不同难度的聚合思维任务和非创造性细节处理任务的表现。结果表明，与收缩姿势相比，扩张姿势下的发散思维表现更好，这印证了 "扩张-发散 "的隐喻。研究发现，舒展型站姿是最有利于发散思维的姿势。然而，收缩姿势未能促进聚合思维任务，但却更有利于难度适中的非创造性细节处理任务。这些研究结果证明，身体姿势可以对创造性思维等高级认知过程产生隐喻效应，但效应因创造性认知加工的类型而异。这项研究加深了人们对具身创造力的理解，并为教育实践提供了有价值的启示。

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引用次数: 0

From problem-crumbling to innovation: The design of a comprehensive professional development training programme to enhance creative competence among TEFL educators 从难题到创新：设计全面的专业发展培训计划，提高 TEFL 教育工作者的创新能力

IF 3.7 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2024-11-02 DOI: 10.1016/j.tsc.2024.101678

Marzena Okoń

This paper explores creativity in English language teaching through a multiple-case study action research-based continuous professional development (CPD) training programme. It introduces a professional creativity framework for EFL teachers, fostering pedagogical innovation through a blended course delivery. The study, involving seven EFL (English as a Foreign language) teachers, employs a triangulation of methods and data sources, including action research, surveys, Think Aloud Protocol (TAP), reflective diaries, and semi-structured interviews. The research sample consists of primary and secondary EFL teachers. The CPD training integrates creativity into English lessons, enhancing professional creativity for EFL teachers. The findings shed light on the relationship between professional development and creative endeavours, highlighting the need for interventions to boost self-awareness and self-efficacy among TEFL teachers. The study underlines the significance of individual and group tasks, reflective practice, and technology-enabled communities of practice. Additionally, it offers a descriptive overview of diverse TEFL teacher creativity profiles, contributing to understanding this specific creativity domain and suggesting avenues for future research.

本文通过一个以行动研究为基础的持续专业发展（CPD）培训项目，探讨英语教学中的创造力。它为 EFL 教师引入了一个专业创造力框架，通过混合课程教学促进教学创新。这项研究涉及七名 EFL（英语为外语）教师，采用了三角测量方法和数据来源，包括行动研究、调查、大声思考协议（TAP）、反思日记和半结构化访谈。研究样本包括中小学英语教师。CPD 培训将创造力融入英语课堂，提高了 EFL 教师的专业创造力。研究结果揭示了专业发展与创造性努力之间的关系，强调了需要采取干预措施来提高英语教师的自我意识和自我效能感。研究强调了个人和小组任务、反思性实践和技术驱动的实践社区的重要性。此外，本研究还对不同的 TEFL 教师创造力概况进行了描述性概述，有助于了解这一特定的创造力领域，并为今后的研究提出了建议。

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引用次数: 0