Thinking Skills and Creativity最新文献_第10页

How assignment deadlines and guidelines shape creativity, motivation, and quality: Perspectives from music-technology students 作业期限和指导方针如何塑造创造力、动机和质量：来自音乐技术学生的观点

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-06-01 Epub Date: 2025-11-20 DOI: 10.1016/j.tsc.2025.102073

Eldad Tsabary , Donna Hewitt

Educators in creative disciplines face a persistent challenge: balancing structured guidance (e.g., deadlines, guidelines) with the flexibility necessary for fostering originality. This study investigates how tertiary music and music-technology students perceive the impact of deadlines and structural guidelines on their creativity, motivation, and work quality. Employing a qualitative design with open-ended surveys (n = 35), we analyzed 9,355 words of student responses through grounded theory, supplemented by post-hoc quantitative categorization. Findings reveal that 74 % of students associated deadlines with heightened motivation, yet their effects on creativity were polarized: 46 % reported enhanced focus, while 31 % cited constrained exploration. Structural guidelines were similarly divisive, viewed as clarifying (63 %) or restrictive (34 %). Crucially, students’ subjective definitions of creativity and motivation mediated these outcomes—those framing creativity as problem-solving thrived under deadlines, while proponents of unrestricted experimentation found them stifling. Motivation rooted in personal investment drove sustained effort, whereas external pressure led to stress-driven compliance. Grounded theory analysis uncovered an interconnected academic ecosystem, where task type, workload, and emotional states dynamically shaped engagement. The study advocates for structured uncertainty in pedagogy—designing adaptable frameworks that harmonize accountability with artistic autonomy. By centering student voices, this research underscores the need for educators to align constraints with learners’ evolving conceptualizations of creativity, ensuring pedagogical structures catalyze rather than inhibit creativity.

创造性学科的教育者面临着一个持续的挑战：平衡结构化指导（例如，截止日期，指导方针）与培养独创性所需的灵活性。本研究调查了高等音乐和音乐技术专业的学生如何感知截止日期和结构指导对他们的创造力、动机和工作质量的影响。采用开放式调查的定性设计（n = 35），我们通过扎根理论，辅以事后定量分类，分析了9,355个单词的学生回答。调查结果显示，74%的学生将截止日期与更高的动机联系在一起，但它们对创造力的影响是两极分化的：46%的人表示注意力增强了，而31%的人表示探索受限了。结构性指导方针同样存在分歧，被认为是澄清（63%）或限制性（34%）。至关重要的是，学生对创造力和动机的主观定义影响了这些结果——那些将创造力定义为解决问题的人在截止日期前蓬勃发展，而不受限制的实验的支持者则发现他们令人窒息。源于个人投资的动机推动了持续的努力，而外部压力导致了压力驱动的顺从。基于理论的分析揭示了一个相互关联的学术生态系统，其中任务类型、工作量和情绪状态动态地塑造了参与度。该研究提倡在教学中采用结构化的不确定性——设计适应性强的框架，使问责制与艺术自主权相协调。通过以学生的声音为中心，本研究强调了教育工作者需要将限制与学习者不断发展的创造力概念结合起来，确保教学结构促进而不是抑制创造力。

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引用次数: 0

Making failure desired during learning – A quasi-experimental study 在学习过程中渴望失败-一项准实验研究

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-06-01 Epub Date: 2025-12-02 DOI: 10.1016/j.tsc.2025.102094

Tanmay Sinha

One hundred and nineteen ninth-grade students engaged in one of two preparatory interventions – growth mindset or utility value – aimed at increasing the desirability of failure in learning during a quasi-experimental study. An additional fifty-one students participated in a control condition that offered no such preparation. Everyone then underwent a standard productive failure learning task where they ideated to solve an open-ended math problem prior to receiving a formal lecture on the targeted concept. Following mixed-methods analysis, my empirical results for the growth mindset and utility value conditions showed improvements in students’ beliefs about failure and their math expectancies, and similar persistence behaviors during problem-solving (compared to the control condition). Posttest performance following the lecture did not differ across the three conditions. With this work, I bring together complementary lines of research on low-cost and scalable motivational interventions in learning, typically applied to improve engagement with learning content, to contemporary learning sciences pedagogies like productive failure, in the novel service of making failure desired for students.

在一项准实验研究中，199名九年级学生参与了两种预备干预——成长心态或效用价值——中的一种，目的是增加对学习失败的渴望。另外51名学生参加了不提供这种准备的控制条件。然后，每个人都经历了一个标准的生产性失败学习任务，在接受关于目标概念的正式讲座之前，他们想要解决一个开放式的数学问题。在混合方法分析之后，我对成长心态和效用价值条件的实证结果显示，学生对失败的信念和他们的数学期望有所改善，在解决问题过程中也有类似的坚持行为（与控制条件相比）。讲座后的测试表现在三种情况下没有差异。通过这项工作，我将学习中的低成本和可扩展的动机干预研究（通常用于提高对学习内容的参与）与当代学习科学教学法（如生产性失败）结合起来，以新颖的服务使学生期望失败。

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引用次数: 0

Epistemic, emotional, and effective stance strategies for the linguistic articulation of visual critical thinking in interculturally responsive EFL instruction 跨文化反应性英语教学中视觉批判性思维语言表达的认知、情感和有效立场策略

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-06-01 Epub Date: 2025-11-05 DOI: 10.1016/j.tsc.2025.102054

Elena Dominguez Romero , Jelena Bobkina

Visual and critical thinking are widely recognised as core competences for the twenty-first century; however, their linguistic realisation — particularly within EFL classrooms — remains insufficiently addressed. This article presents a framework for linguistic stance instruction that enables learners to articulate interpretive and evaluative insights through epistemic, emotional, and effective stance strategies. The framework integrates explicit stance pedagogy with interculturally responsive teaching and Visual Thinking Routines (VTRs), thereby fostering both critical stance literacy and intercultural competence. Piloted with 24 pre-service EFL teachers at the Complutense University of Madrid, the framework was evaluated through a sample lesson and structured interviews. Participants reported increased confidence in applying linguistic stance strategies and valued the framework’s clarity, ethical grounding, and multimodal scaffolding. Ratings across six core components ranged from 4.3 to 4.8. Feedback highlighted the need for clearer modelling, broader cultural representation, and enhanced scaffolding. Overall, the study affirms the framework’s relevance and adaptability for future EFL classrooms.

视觉和批判性思维被广泛认为是21世纪的核心能力；然而，他们的语言实现，特别是在英语课堂上，仍然没有得到充分的解决。本文提出了一个语言立场教学框架，使学习者能够通过认知、情感和有效的立场策略来表达解释性和评价性的见解。该框架将明确立场教学法与跨文化反应性教学和视觉思维惯例（vts）相结合，从而培养批判立场素养和跨文化能力。马德里康普顿斯大学的24名职前英语教师试用了该框架，并通过样课和结构化访谈对其进行了评估。参与者报告说，他们对运用语言立场策略的信心增加了，并重视框架的清晰性、道德基础和多模态脚手架。六个核心组件的评分从4.3到4.8不等。反馈强调需要更清晰的模型、更广泛的文化代表性和增强的脚手架。总体而言，该研究肯定了该框架对未来英语课堂的相关性和适应性。

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引用次数: 0

A cross-national assessment on critical thinking disposition between Hungarian and Chinese undergraduate students 匈牙利与中国大学生批判性思维倾向的跨国评估

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-06-01 Epub Date: 2025-12-27 DOI: 10.1016/j.tsc.2025.102121

Yong Liu , Attila Pásztor , Gyöngyvér Molnár

Critical thinking (CT), a higher-order cognitive skill, has gained urgency amid AI advancements. Despite its recognized importance, cross-cultural assessments of critical thinking disposition (CTD) remain scarce, particularly comparisons between non-Western and Western educational contexts. This study addressed this gap by comparing CTD between Hungarian (N = 1090) and Chinese (N = 1535) undergraduates using Confirmative Factor Analysis (CFA), Measurement Invariance (MI), Item Response Theory, Differential Item Functioning (DIF) and descriptive statistics. Results revealed distinct correlation patterns: Hungarians exhibited strong inter-correlations among self-efficacy, instant judgment, and habitual truth-digging (all p-values < 0.001), whereas Chinese students showed no self-efficacy–habitual truth-digging link (p > .05). MI analysis indicated the acceptable configural and metric model (CFI and TLI > 0.90, SRMR < 0.08, and RMSEA < 0.10), but failing to achieve the scalar MI requirement (ΔCFI > 0.01), partially attributable to DIF in specific items, specializing in habitual truth-digging (favoring Hungarian respondents), self-efficacy (favoring Chinese respondents), and mixed pattern for instant judgment. These findings challenge the assumption of CTD universality, suggesting that cultural-educational systems (e.g., Hungary’s interdisciplinary focus vs. China’s rote-innovation blend) may drive divergent CTD development, underscoring the need for context-specific pedagogical interventions.

随着人工智能的发展，作为高级认知能力的批判性思维（CT）变得越来越紧迫。尽管批判性思维倾向（CTD）的重要性得到公认，但其跨文化评估仍然很少，特别是非西方和西方教育背景之间的比较。本研究采用验证性因子分析（CFA）、测量不变性（MI）、项目反应理论、差异项目功能（DIF）和描述性统计方法，比较匈牙利（1090）和中国（1535）大学生的CTD。结果显示了明显的相关模式：匈牙利学生在自我效能、即时判断和习惯性真相挖掘之间表现出很强的相互关系（p值均为0.001），而中国学生没有表现出自我效能和习惯性真相挖掘之间的联系（p > 0.05）。MI分析显示可接受的构形和度量模型（CFI和TLI >； 0.90, SRMR < 0.08, RMSEA < 0.10），但未能达到量化MI要求（ΔCFI > 0.01），部分原因是特定项目的DIF，偏重于习惯性真相挖掘（偏向匈牙利受访者），自我效能感（偏向中国受访者），以及即时判断的混合模式。这些研究结果挑战了CTD普遍性的假设，表明文化教育系统（例如，匈牙利的跨学科重点与中国的死法创新混合）可能推动不同的CTD发展，强调了针对具体情况的教学干预的必要性。

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引用次数: 0

Criticality and metacognition in citizenship education: ‘Hermeneutics of suspicion’ in Chinese elite universities graduates’ worldview-transforming processes 公民教育中的批判性与元认知：中国精英大学毕业生世界观转变过程中的“怀疑解释学”

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-03-01 Epub Date: 2025-08-17 DOI: 10.1016/j.tsc.2025.101960

Yihao Li

While most literature on critical thinking emphasizes its cognitive dimension, this study explores criticality as a metacognitive experience in cultivating critical citizenship. Drawing on Paul Ricœur’s (1965/1970) hermeneutics of suspicion, it examines how criticality influences citizenship by encouraging individuals to evolve their interpretations of official discourses. Using Chinese citizenship education as a case study, narrative interviews with 12 purposively selected graduates from elite Chinese universities investigate changes in their interpretive stances over time. Thematic analysis identifies a four-stage, semi-iterative model of worldview transformation: participants initially accepted curricular content uncritically but subsequently encountered moments of suspicion that triggered metacognitive reflection and prompted reconstruction of their worldviews. Academic training contributed variably to this process. Confronted with everyday suspicions in social interactions and tensions between state narratives and personal interpretations, participants transformed themselves into critical beings through hermeneutic circle to reconcile these discourse gaps. Thus, the study advances understanding of how criticality can be unexpectedly activated, reflexively exercised, and intellectually directed to foster critical, reflexive, and deliberative citizenship. It also highlights the need for further research on the unintended civic effects of cultivating critical thinking, particularly its role in demystifying ideology, promoting epistemic autonomy, and constructing alternative worldviews.

虽然大多数关于批判性思维的文献强调其认知维度，但本研究将批判性作为培养批判性公民的元认知体验进行了探讨。借鉴保罗Ricœur（1965/1970）的怀疑解释学，它考察了批判性如何通过鼓励个人发展他们对官方话语的解释来影响公民身份。本文以中国公民教育为研究案例，对12名来自中国精英大学的毕业生进行了叙述性访谈，调查了他们的解释立场随时间的变化。主题分析确定了世界观转变的四阶段半迭代模型：参与者最初不加批判地接受课程内容，但随后遇到了引发元认知反思并促使其世界观重建的怀疑时刻。学术训练对这一过程的贡献各不相同。面对社会交往中的日常猜疑和国家叙事与个人解释之间的紧张关系，参与者通过解释学循环将自己转变为批判性存在，以调和这些话语差距。因此，该研究促进了对批判性如何被意外激活、反射性锻炼和智力指导的理解，以培养批判性、反思性和审慎的公民意识。它还强调需要进一步研究培养批判性思维的意外公民效应，特别是它在消除意识形态神秘化、促进认知自主和构建替代世界观方面的作用。

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引用次数: 0

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

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-03-01 Epub Date: 2025-08-21 DOI: 10.1016/j.tsc.2025.101971

Xiao Chang

This study investigates the professional competency development of primary English education (PEE) majors and explores strategies to foster sustainable competence development (SCD) through qualitative analysis of semi-structured interviews with 55 PEE majors at a university in the People’s Republic of China. Participants addressed three core themes: (a) challenges in competency development, (b) barriers to sustainable growth, and (c) institutional/non-institutional strategies for promoting SCD. Using grounded theory, the analysis reveals that institutional and non-institutional factors collectively constrain students’ SCD, including curricular gaps, pedagogical limitations, and underdeveloped autonomous learning practices. The findings further highlight disparities in faculty expertise, inadequate alignment between coursework and practical teaching demands, and limited support for lifelong learning competencies. To address these issues, this study proposes a series of evidence-based countermeasures: reforming teaching methodologies in accordance with self-determination theory (SDT), enhancing faculty training through the integration of the TPACK framework, redesigning curricula to incorporate sustainable development perspectives, establishing collaborative learning environments to promote resource equity and improve teaching conditions, and cultivating students’ self-directed learning skills grounded in SDT principles. These recommendations are designed to ensure that PEE programs remain aligned with the evolving requirements of primary English education and facilitate the long-term professional development of graduates.

本研究通过对55名小学英语教育专业学生的半结构化访谈进行定性分析，对小学英语教育专业学生的专业能力发展进行调查，并探讨可持续能力发展的策略。与会者讨论了三个核心主题：(a)能力发展的挑战；(b)可持续增长的障碍；以及(c)促进可持续发展的机构/非机构策略。运用扎根理论，分析发现制度和非制度因素共同制约了学生的自我学习能力，包括课程空白、教学限制和不发达的自主学习实践。研究结果进一步强调了教师专业知识的差异，课程作业和实际教学需求之间的不一致，以及对终身学习能力的支持有限。针对这些问题，本研究提出了一系列循证对策：根据自我决定理论（SDT）改革教学方法，通过整合TPACK框架加强教师培训，重新设计课程以纳入可持续发展观点，建立协作学习环境以促进资源公平，改善教学条件，培养学生基于SDT原则的自主学习技能。这些建议旨在确保英语教育项目与小学英语教育不断变化的需求保持一致，并促进毕业生的长期专业发展。

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引用次数: 0

Fostering undergraduates’ critical thinking in digital multimodal composition with generative artificial intelligence 运用生成式人工智能培养大学生数字化多模态作曲的批判性思维

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-03-01 Epub Date: 2025-10-25 DOI: 10.1016/j.tsc.2025.102045

Yanan Shen, Yanyan Han

Fostering critical thinking (CT) in higher education has become increasingly pertinent and challenging in the era of generative artificial intelligence (GenAI). However, empirical studies on CT skill cultivation in GenAI-assisted learning are limited, especially in prevalent multimodal contexts. Integrating the CT skill framework and visual grammar, this qualitative case study developed a teaching module to foster undergraduates’ CT skills in GenAI-assisted digital multimodal composing (DMC), focusing on non-proficient AI users. It further explored four groups’ learning experiences in the classroom through students’ GenAI-assisted PowerPoint products, reflective writings, interviews, and design process observation. The findings revealed students’ more thoughtful scrutiny, comprehensive evaluation, and selective adoption of multimodal AIGC to achieve communicative purposes, with group variations and limitations in each dimension. This progress was facilitated by collaborative, revision-based DMC classwork with specifically defined, multi-dimensional requirements, systematic framework teaching, and real-time scaffolding. In conclusion, collaborative GenAI-assisted DMC practice with systematic instructional support can significantly foster students’ CT skill cultivation. These findings illuminate future pedagogical innovations to encourage deep learning and higher-order cognitive skills among a broader range of students in GenAI-assisted multimodal contexts.

在生成式人工智能（GenAI）时代，在高等教育中培养批判性思维（CT）变得越来越重要和具有挑战性。然而，关于基因人工智能辅助学习中CT技能培养的实证研究是有限的，特别是在普遍的多模态环境中。结合CT技能框架和视觉语法，本定性案例研究开发了一个教学模块，以培养大学生在genai辅助下的数字多模态写作（DMC）中的CT技能，重点关注非熟练的AI用户。通过genai辅助的ppt产品、反思性写作、访谈和设计过程观察，进一步探讨了四组学生在课堂上的学习体验。研究结果表明，学生更深思熟虑的审查，全面的评价，并有选择地采用多模态AIGC来达到交际目的，在每个维度上都有群体差异和局限性。协作式的、基于修订的DMC课堂作业促进了这一进展，这些作业具有明确定义的、多维的要求、系统的框架教学和实时脚手架。综上所述，在系统的教学支持下，协同genai辅助的DMC实践可以显著促进学生CT技能的培养。这些发现阐明了未来的教学创新，以鼓励更广泛的学生在genai辅助的多模态环境中学习深度学习和高阶认知技能。

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引用次数: 0

When criticism helps: The interaction effects of constructive feedback and intrinsic motivation on preschool children’s creativity 当批评有帮助：建设性反馈与内在动机对学龄前儿童创造力的交互作用

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-03-01 Epub Date: 2025-09-15 DOI: 10.1016/j.tsc.2025.102005

Han Yuan , Peiqi Shi , Xindi Yan , Dawei Yang , Xiaojing Gu

Constructive feedback is commonly used to support young children’s learning, but its effects on creativity may vary depending on learners’ motivational characteristics. This study investigated how different types of constructive feedback influence preschool children’s creativity, and whether this effect is moderated by their level of intrinsic motivation. A total of 130 preschool children (M_age = 5.97 ± 0.25 years) participated and were first assessed for intrinsic motivation and baseline creativity. They then completed an alternative uses task while receiving one of three feedback types: constructive positive, constructive negative, or no feedback. Creative performance was evaluated based on fluency and originality. Results revealed a significant interaction effect on originality, showing that constructive negative feedback enhanced originality more than constructive positive or no feedback, particularly for children with higher intrinsic motivation. No significant interaction effect was found for fluency. These findings highlight the importance of tailoring feedback strategies to children’s motivational states and suggest that, when thoughtfully delivered, constructive negative feedback can foster originality in highly motivated preschool children. Limitations and future directions are discussed.

建设性反馈通常用于支持幼儿的学习，但其对创造力的影响可能因学习者的动机特征而异。本研究旨在探讨不同类型的建设性反馈对学龄前儿童创造力的影响，以及这种影响是否受到其内在动机水平的调节。共有130名学龄前儿童（年龄= 5.97±0.25岁）参与，首先对他们进行内在动机和基线创造力的评估。然后，他们在接受三种反馈类型中的一种时完成了另一项使用任务：建设性的积极反馈、建设性的消极反馈或没有反馈。创造性表现是根据流畅性和独创性来评估的。结果显示，建设性的负面反馈比建设性的积极反馈或没有反馈更能增强孩子的独创性，特别是对于具有较高内在动机的孩子。在流利性方面没有发现显著的交互效应。这些发现强调了根据儿童的动机状态量身定制反馈策略的重要性，并表明，如果经过深思熟虑，建设性的负面反馈可以培养高度积极的学龄前儿童的独创性。讨论了局限性和未来发展方向。

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引用次数: 0

Is imagination your superpower? The interactive role of curiosity and imagination in fostering psychological capital 想象力是你的超能力吗？好奇心和想象力在培养心理资本中的互动作用

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-03-01 Epub Date: 2025-09-25 DOI: 10.1016/j.tsc.2025.102021

Huei-Ying Chen , Yu-Yu Chang , Chia-Pin Kao

Psychological capital (PsyCap) is a critical personal resource that supports behavioral proactivity and resilience in the face of challenges, yet its developmental antecedents remain underexplored. Drawing upon Broaden-and-Build Theory, this study investigates how two core dimensions of trait curiosity, namely stretching (the drive to seek new knowledge) and embracing (the willingness to tolerate uncertainty), foster the development of PsyCap over time. Furthermore, the study examines how three distinct forms of imagination (initiating, conceiving, and transforming) moderate these relationships. Using a two-wave, time-lagged design, data were collected from 519 trained volunteers participating in science education programs. Results indicate that both stretching and embracing curiosity significantly predict subsequent PsyCap, but these effects are uniquely moderated by different facets of imagination. More importantly, imagination exhibits a dual influence: depending on its type, it can either amplify or constrain the positive impact of curiosity on PsyCap development. These findings advance our understanding of the cognitive pathways underpinning PsyCap and highlight practical implications for designing interventions in educational and professional learning environments.

心理资本（PsyCap）是一种重要的个人资源，在面对挑战时支持行为主动性和弹性，但其发展的前提尚未得到充分探索。根据拓展与构建理论，本研究调查了好奇心特质的两个核心维度，即延伸（寻求新知识的动力）和拥抱（容忍不确定性的意愿）是如何随着时间的推移促进PsyCap的发展的。此外，该研究还考察了三种不同形式的想象力（启动、构思和转化）如何调节这些关系。采用两波滞后设计，从参与科学教育项目的519名训练有素的志愿者中收集数据。结果表明，伸展和拥抱好奇心都能显著地预测随后的PsyCap，但这些影响受到想象力不同方面的独特调节。更重要的是，想象力表现出双重影响：根据其类型，它可以放大或限制好奇心对心理cap发展的积极影响。这些发现促进了我们对PsyCap认知途径的理解，并强调了在教育和专业学习环境中设计干预措施的实际意义。

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引用次数: 0

Factors influencing attitudes and behavioral intentions toward GenAI in creative collaboration: A cross-cultural comparison via a hybrid multistage approach 影响创造性合作中对GenAI态度和行为意向的因素：基于混合多阶段方法的跨文化比较

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-03-01 Epub Date: 2025-09-25 DOI: 10.1016/j.tsc.2025.102020

Longyu Zhang , Cong Fang , Huan Lin , Guanbo Liang , Shijian Luo

The integration of Generative Artificial Intelligence (GenAI) into creative tasks offers strong potential to enhance team creativity and collaborative competence. However, the factors shaping attitudes and behavioral intentions toward GenAI in creative collaboration have received limited attention, particularly in cross-cultural contexts. To address these gaps, this study has developed and validated an integrated theoretical framework via a hybrid multistage approach. First, focus group interviews (N = 15) informed the extension of the TAM-TPB model by incorporating perceived risk, openness to experience, and AI literacy. Then, cross-cultural survey data from China (N = 529) and the USA (N = 544) were analyzed using structural equation modeling (SEM), multi-group analysis (MGA), and artificial neural networks (ANN). Results showed that subjective norm influenced user attitudes in both countries. In China, perceived usefulness and risk were key predictors, whereas in the USA, ease of use and openness to experience were more influential. Attitude, subjective norm, and perceived behavioral control were found to be critical determinants of behavioral intentions across both groups. By integrating perspectives from creativity research, this study provides theoretical and practical implications for the adoption of GenAI in creative domains, informing educators, industry practitioners, and technology developers.

将生成式人工智能（GenAI）集成到创造性任务中，为提高团队创造力和协作能力提供了强大的潜力。然而，在创造性合作中形成对GenAI的态度和行为意向的因素受到的关注有限，特别是在跨文化背景下。为了解决这些差距，本研究通过混合多阶段方法开发并验证了一个综合理论框架。首先，焦点小组访谈（N = 15）通过纳入感知风险、经验开放性和人工智能素养，为TAM-TPB模型的扩展提供了信息。然后，利用结构方程模型（SEM）、多群体分析（MGA）和人工神经网络（ANN）对中国（529）和美国（544）的跨文化调查数据进行分析。结果表明，主观规范影响了两国用户的态度。在中国，感知有用性和风险是关键的预测因素，而在美国，易用性和经验开放性更有影响力。态度、主观规范和感知行为控制被发现是两组行为意图的关键决定因素。通过整合创意研究的观点，本研究为在创意领域采用GenAI提供了理论和实践意义，为教育工作者、行业从业者和技术开发者提供了信息。

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引用次数: 0