Thinking Skills and Creativity最新文献_第2页

Reading as a catalyst for creative attitude: evidence from rural China and the cognitive pathways linking literacy and innovation 阅读作为创新态度的催化剂：来自中国农村的证据以及连接识字和创新的认知途径

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-01-13 DOI: 10.1016/j.tsc.2026.102140

Lidong Zhang, Hongyu Guan, Yijia Li, Wenting Liu, Fang Chang

This study investigates how reading enhances the creative attitude of rural children, drawing on longitudinal data (2015–2017) from fourth-grade students in 120 primary schools in Jiangxi Province, China. Reading achievement shows a significant positive association with creative attitude score, and this relationship remains robust after accounting for individual, family, teacher, and school characteristics. Instrumental variable estimates and lagged models further support the influence of reading on creative attitude. Mechanism analyses indicate that reading enhances creative attitude by strengthening self-efficacy, encouraging more engaged reading behaviour, and enhancing comprehension and logical reasoning skills. Heterogeneity analyses reveal that the positive effects of reading are more pronounced among students who attend reading courses, benefit from supportive home reading environments, have access to reading spaces, participate in reading activities, come from better-off households, or achieve higher reading scores. By providing rare longitudinal evidence from under-resourced rural China, this study not only confirms that reading enhances creative attitude but also clarifies the channels and conditions under which this effect is strongest. The findings underscore the role of reading as a powerful pathway for improving creative attitude among rural children and highlight the importance of strengthening reading skills in settings with limited educational resources.

本研究利用江西省120所小学四年级学生的纵向数据（2015-2017），调查阅读如何增强农村儿童的创造态度。阅读成绩与创造性态度得分呈显著正相关，并且在考虑了个人、家庭、教师和学校特征后，这种关系仍然稳固。工具变量估计和滞后模型进一步支持阅读对创作态度的影响。机制分析表明，阅读通过增强自我效能感、鼓励更投入的阅读行为、提高理解能力和逻辑推理能力来提高创造态度。异质性分析显示，阅读的积极影响在参加阅读课程、受益于支持性家庭阅读环境、有阅读空间、参加阅读活动、家庭条件较好或阅读成绩较高的学生中更为明显。本研究通过提供来自资源匮乏的中国农村的罕见的纵向证据，不仅证实了阅读可以提高创造性态度，而且还阐明了这种影响最强烈的渠道和条件。研究结果强调了阅读作为改善农村儿童创新态度的有力途径的作用，并强调了在教育资源有限的环境中加强阅读技能的重要性。

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引用次数: 0

The impact of programming experience and gender on coding behavior 编程经验和性别对编码行为的影响

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-01-09 DOI: 10.1016/j.tsc.2025.102126

Yung-Ting Chuang, Kuan-Chin Su

Programming is a core skill in computer science education, crucial for developing problem-solving abilities and enhancing learning outcomes. Prior research, often limited by small samples or self-reported data, lacks further behavioral insights, especially in Asian contexts. This study investigates the impact of programming experience and gender on coding behavior to improve curriculum design and teaching strategies. To address this, we analyzed 180 participants’ coding behavior across three programming challenges, measuring time spent in the development environment, copy-and-paste frequency, submissions, and correctness rate.

Our findings reveal that participants with greater programming experience employed more sophisticated coding and debugging strategies, whereas those with less experience often neglected structured planning, making it more difficult for them to achieve higher accuracy. Additionally, notable gender differences were observed: males tended to debug iteratively with higher submissions, while females spent more time understanding problems before implementing solutions. Overall, both programming experience and gender influenced coding behavior, underscoring the need for tailored instructional support to enhance learning effectiveness and engagement. Unlike earlier studies dominated by Western samples and self-reported data, this study provides objective behavioral evidence from Asian learners, adding cross-cultural insight into how programming experience and gender shape coding behavior.

编程是计算机科学教育的核心技能，对于培养解决问题的能力和提高学习成果至关重要。先前的研究通常受到小样本或自我报告数据的限制，缺乏进一步的行为洞察，特别是在亚洲背景下。本研究旨在探讨程式设计经验和性别对程式设计行为的影响，以改善课程设计和教学策略。为了解决这个问题，我们在三个编程挑战中分析了180名参与者的编码行为，测量了在开发环境中花费的时间、复制-粘贴频率、提交和正确率。我们的研究结果表明，编程经验丰富的参与者采用了更复杂的编码和调试策略，而经验较少的参与者往往忽略了结构化计划，这使得他们更难达到更高的准确性。此外，还观察到显著的性别差异：男性倾向于以更高的提交量进行迭代调试，而女性在实施解决方案之前花更多的时间来理解问题。总体而言，编程经验和性别都影响编码行为，强调需要量身定制的教学支持，以提高学习效率和参与度。与早期以西方样本和自我报告数据为主的研究不同，本研究提供了来自亚洲学习者的客观行为证据，为编程经验和性别如何影响编码行为提供了跨文化视角。

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引用次数: 0

Exploring complex problem-solving in vietnamese students: An investigation of performance data and process data 探索越南学生解决复杂问题的能力：对表现数据和过程数据的调查

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-01-08 DOI: 10.1016/j.tsc.2026.102138

De Van Vo , Viet Thanh Huynh , Greiff Samuel , Geraldine Mooney Simmie

This study investigates Vietnamese undergraduates' complex problem-solving (CPS) abilities and strategies by analysing both performance and process data. A sample of 589 participants completed computer-based CPS assessments, with problem-solving proficiency evaluated using frameworks adapted from the PISA 2012 cycle. The findings revealed students tended to perform better in the exploration phase but faced challenges when applying that knowledge to derive effective solutions. Male students demonstrated an advantage in exploring, gathering, and processing information essential by engaging in more frequent interactions or operations during the task. The link between student persistence and performance varies depending on the model’s structure. The number of interactions is a stronger predictor of performance than time-on-task. A majority of students (70%) lacked effective strategy, “Vary-One-Thing-At-A-Time” (VOTAT) strategy, for model-based tasks, though males were more active in exploration. The study also identified habitual visual scanning and interaction patterns during the exploration stage, which aligned with conventional left-to-right, top-to-bottom reading habits. These patterns suggest a systematic interaction style, potentially influenced by visual salience, perceived importance, or established scanning heuristics. These findings provide valuable insights into students' CPS abilities, strategic approaches, and behavioural patterns. The study concludes by discussing instructional and practical frameworks to enhance and assess problem-solving competence within educational contexts.

本研究以越南大学生的复杂问题解决能力与策略为研究对象，分析其表现与过程资料。589名参与者的样本完成了基于计算机的CPS评估，使用改编自PISA 2012周期的框架来评估解决问题的能力。研究结果显示，学生在探索阶段往往表现得更好，但在应用这些知识得出有效的解决方案时却面临挑战。通过在任务中进行更频繁的互动或操作，男生在探索、收集和处理重要信息方面表现出优势。学生持久性和成绩之间的联系取决于模型的结构。互动次数比完成任务的时间更能预测工作表现。对于基于模型的任务，大多数学生（70%）缺乏有效的策略，即“一次改变一件事”（VOTAT）策略，尽管男性在探索方面更为积极。研究还发现，在探索阶段，习惯性的视觉扫描和互动模式与传统的从左到右、从上到下的阅读习惯是一致的。这些模式暗示了一种系统的交互风格，可能受到视觉显著性、感知重要性或已建立的扫描启发式的影响。这些发现为学生的CPS能力、策略方法和行为模式提供了有价值的见解。研究最后讨论了教学和实践框架，以提高和评估在教育背景下解决问题的能力。

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引用次数: 0

Eliciting students’ creative reasoning: A design-based study on teacher moves 激发学生创造性推理：基于设计的教师动作研究

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-01-07 DOI: 10.1016/j.tsc.2026.102137

Çiğdem Alkaş-Ulusoy, Elçin Emre-Akdoğan, Ekin Balcı

This study examines how specific teacher moves elicit and interact with students’ creative mathematical reasoning (CMR), which includes the components of novelty, plausibility, and mathematical foundation. The study aims to examine the role of teacher moves in eliciting CMR in high school mathematics classrooms. A design-based research methodology was employed in a Turkish high school with 14 students and two mathematics teachers. The study involved iterative cycles of pre-meetings, classroom implementation, and post-meetings. Data were collected through classroom video recordings, observation protocols for teacher moves, and students’ CMR. The analysis focused on identifying specific students’ CMR that is elicited by teacher moves during proof tasks in the context of Euclidean Geometry. The study revealed that teacher moves played a central role in eliciting students’ CMR by interweaving the components of novelty, plausibility, and mathematical foundation. Our findings indicate that the dynamic interplay between teacher and students creates a space in which students generate original ideas, reflecting the novelty component of CMR. We also found that the teacher’s selection and implementation of tasks plays a critical role that supports students in producing novel ideas within a dialogic classroom environment. Plausibility was supported by structured classroom discussion, sequenced idea sharing, and feedback mechanisms that prompted students to justify and refine their reasoning. The mathematical foundation component was supported through the establishment of mathematical connections, facilitated by the use of precise definitions, targeted feedback, and formal language and representations.

本研究探讨教师的具体动作如何引发学生的创造性数学推理（CMR）并与之互动，CMR包括新颖性、合理性和数学基础的组成部分。本研究旨在探讨教师动作在高中数学课堂中引发CMR的作用。采用基于设计的研究方法对土耳其一所高中的14名学生和2名数学教师进行了研究。该研究涉及会前、课堂实施和会后的迭代循环。通过课堂录像、教师动作观察协议和学生CMR收集数据。分析的重点是识别特定学生的CMR，这是由教师在欧几里得几何背景下的证明任务中的动作引起的。研究表明，教师动作通过将新颖性、合理性和数学基础的成分交织在一起，在激发学生的CMR中发挥了核心作用。我们的研究结果表明，师生之间的动态互动创造了一个学生产生原创想法的空间，反映了CMR的新颖性成分。我们还发现，教师对任务的选择和实施在支持学生在对话课堂环境中产生新颖想法方面起着关键作用。合理性由结构化的课堂讨论、有序的想法分享和反馈机制支持，这些机制促使学生证明并完善他们的推理。数学基础部分是通过建立数学联系来支持的，通过使用精确的定义、有针对性的反馈、正式的语言和表示来促进。

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引用次数: 0

Profiles of big, pro, and little music creative mindsets: its relationships with music creative self-efficacy 大、亲、小音乐创作心态的分析：与音乐创作自我效能的关系

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-01-06 DOI: 10.1016/j.tsc.2026.102135

Myung-Seop Kim , Jiyeon Min

This study examined differences in creative mindset by classifying the music creative mindset into the following levels: Big-C, Pro-c, and little-c. A total of 425 college students from South Korea participated in the study. Participants were measured for their general creative mindset, without considering the level of creativity, and their music creative mindset at the Big-C, Pro-c, and little-c levels, as well as creative self-efficacy in music. Comparing the participants’ Big-C, Pro-c, and little-c creative mindsets showed that participants perceived the greatest malleability of creative abilities at the little-c level, while they acknowledged the least potential for change in creativity at the Big-C level. Results from the latent profile analysis also revealed profiles that distinguish between the creative mindset for Big-C level creativity and the creative mindset for little-c level creativity. Creative self-efficacy also varied across the profiles.

这项研究通过将音乐创意思维分为以下三个层次来检验创意思维的差异：大c、大c和小c。共有425名韩国大学生参与了这项研究。在不考虑创造力水平的情况下，研究人员测量了参与者的总体创造性思维，以及他们在大c、亲c和小c水平上的音乐创造性思维，以及音乐中的创造性自我效能感。比较参与者的“大c”、“亲c”和“小c”创意心态，发现参与者在“小c”层面的创意能力可塑性最大，而在“大c”层面的创意能力变化潜力最小。潜在特征分析的结果还揭示了大c水平创造力的创造性思维和小c水平创造力的创造性思维之间的区别。创造性自我效能感也因个人资料而异。

引用次数: 0

Genetic susceptibility in problem finding: The effect of COMT haplotypes and maternal parenting style 问题发现的遗传易感性：COMT单倍型和母亲教养方式的影响

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-01-06 DOI: 10.1016/j.tsc.2026.102136

Yan Su, Weixing Yang, Si Si, Jinghuan Zhang

Problem Finding (PF) refers to the ability enabling individuals to identify and frame valuable problems. As an initial stage of the creative process, PF is crucial for creative performance. Empirical studies have suggested that PF training can substantially enhance creative performance. To better clarify its origins and influencing factors, it is necessary to investigate PF from the perspective of gene–environment (G×E) interactions. However, this research area remains largely underexplored. Neuroscience research has shown that dopamine-related brain regions are crucial for PF, and thus, the COMT gene, which regulates dopamine metabolism, may represent a potential genetic basis. Given the reliability of haplotype-based approaches for studying complex traits, this study adopted three functional COMT haplotypes (rs6269–rs4633–rs4818–rs4680) as genetic markers: GCGG (Low Pain Sensitivity, LPS), ATCA (Average Pain Sensitivity, APS), and ACCG (High Pain Sensitivity, HPS). We first examined the direct association between COMT haplotypes and PF. Subsequently, hierarchical and re-parameterized regression analyses were performed to examine the potential interactions between COMT haplotypes and maternal parenting styles. Results showed that maternal authoritative parenting improved PF originality in LPS/LPS carriers, whereas maternal authoritarian parenting reduced PF originality in both LPS/LPS carriers and non-APS carriers. These interaction effects aligned with the Differential Susceptibility model, indicating that the impact of maternal parenting on PF performance differed depending on the COMT haplotype individuals carried. Overall, the findings provide novel evidence for the genetic basis of PF and offer a theoretical groundwork for tailoring family-based approaches to foster PF based on individuals’ genetic susceptibility.

问题发现（PF）指的是使个人能够识别和构建有价值的问题的能力。作为创意过程的初始阶段，PF对创意表现至关重要。实证研究表明，PF训练可以显著提高创造性表现。为了更好地阐明其起源和影响因素，有必要从基因-环境（G×E）相互作用的角度对其进行研究。然而，这一研究领域在很大程度上仍未得到充分探索。神经科学研究表明，多巴胺相关的大脑区域对PF至关重要，因此，调节多巴胺代谢的COMT基因可能代表了潜在的遗传基础。考虑到基于单倍型方法研究复杂性状的可靠性，本研究采用三种功能性COMT单倍型（rs6269-rs4633-rs4818-rs4680）作为遗传标记：GCGG（低疼痛敏感性，LPS）、ATCA（平均疼痛敏感性，APS）和ACCG（高疼痛敏感性，HPS）。研究人员首先研究了COMT单倍型与PF之间的直接关系，随后进行了分层和重新参数化回归分析，以研究COMT单倍型与母亲教养方式之间的潜在相互作用。结果表明，母亲权威型教养提高了LPS/LPS携带者的PF独创性，而母亲权威型教养降低了LPS/LPS携带者和非aps携带者的PF独创性。这些相互作用与差异易感性模型一致，表明母亲教养对PF表现的影响取决于个体携带的COMT单倍型。总的来说，这些发现为PF的遗传基础提供了新的证据，并为根据个体遗传易感性定制基于家庭的方法来培养PF提供了理论基础。

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引用次数: 0

How do high-performers and low-performers differently engage in collaborative creative problem solving with a conversational GenAI chatbot? 使用会话型GenAI聊天机器人，高绩效者和低绩效者在协作创造性解决问题方面有何不同？

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-01-03 DOI: 10.1016/j.tsc.2026.102134

Wenjie Ren , Jie Li , Zhongling Pi , Jingjing Guo , Xiying Li

In our rapidly changing society, it is essential to cultivate creative problem-solving (CPS) skills among young learners, particularly primary school students. However, little is known about how learners engage in CPS when collaborating with a conversational GenAI chatbot, especially regarding the differences between high- and low-performing learners. This study examined the relationship between learners’ CPS processes and creativity, and compared the behavioral and cognitive patterns of high- and low-performing learners in a context that incorporates a conversational GenAI chatbot. This study employed correlation and regression analyses, lag sequential analysis (LSA), and epistemic network analysis (ENA). A total of 42 sixth-grade pupils (age range = 11–13 years; M = 11.83, SD = 0.44) from a primary school in western China participated in this study. Correlation and regression analyses revealed that learners who more frequently edited solutions, sent messages, and submitted their own solutions exhibited higher creativity. LSA further showed that high-performers demonstrated more behavioral transitions involving editing solutions (ES→TM, VV→ES, and SM→ES), whereas low-performers displayed more transitions of VM→VV. ENA results indicated that high-performers formed stronger connections among elaboration, questioning, social connection, agreement, and monitoring and regulation. These findings suggest that editing and elaborative–metacognitive engagement with a conversational GenAI chatbot play a key role in promoting creativity in collaborative CPS, offering valuable implications for the design of effective conversational GenAI chatbot–supported learning environments.

在这个瞬息万变的社会中，培养年轻学习者，特别是小学生的创造性解决问题的能力是至关重要的。然而，人们对学习者在与会话型GenAI聊天机器人合作时如何参与CPS知之甚少，特别是关于高性能和低性能学习者之间的差异。本研究考察了学习者的CPS过程与创造力之间的关系，并在包含会话型GenAI聊天机器人的环境中比较了高绩效学习者和低绩效学习者的行为和认知模式。本研究采用相关回归分析、滞后序列分析（LSA）和认知网络分析（ENA）。本研究选取中国西部某小学6年级学生42名，年龄范围11-13岁，M = 11.83, SD = 0.44。相关分析和回归分析显示，更频繁地编辑解决方案、发送信息和提交自己的解决方案的学习者表现出更高的创造力。LSA进一步表明，高绩效被试表现出更多涉及编辑解决方案的行为转换（ES→TM、VV→ES、SM→ES），而低绩效被试表现出更多涉及VM→VV的行为转换。ENA结果表明，高绩效者在阐述、质疑、社会联系、协议和监督与监管之间形成了更强的联系。这些发现表明，编辑和与会话GenAI聊天机器人的精细元认知参与在促进协作CPS中的创造力方面发挥着关键作用，为设计有效的会话GenAI聊天机器人支持的学习环境提供了有价值的启示。

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引用次数: 0

Supervisory paradoxical leadership and graduate students’ creative behavior: A multiple mediation model 监督悖论型领导与研究生创新行为：一个多重中介模型

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-01-02 DOI: 10.1016/j.tsc.2026.102132

Xiyue Zhang , Qifeng Li

The complexity and rapid transformation of the current higher education environment require supervisors to demonstrate paradoxical yet complementary leadership behaviors, such as providing structured guidance alongside flexible support, and balancing self-direction with care for others. Grounded in Social Information Processing Theory, this study explores the impact of Supervisory Paradoxical Leadership (SPL) on graduate students’ creative behavior and examines the mediating effects of creative role identity, relationship quality, and psychological safety. Based on a survey of 428 graduate students from a leading university in China, the proposed model was tested using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that SPL significantly and positively predicts graduate students’ creative behavior, and that creative role identity, relationship quality, and psychological safety serve as parallel mediators in this relationship. Among the three mediators, psychological safety exhibited the strongest indirect effect, followed by creative role identity and relationship quality. These findings reveal the internal mechanisms by which supervisory paradoxical leadership fosters students’ creative behavior through shaping their role cognition, relational perceptions, and psychological experiences. The study provides both theoretical insights and practical implications for enhancing supervisory strategies and fostering creativity among graduate students.

当前高等教育环境的复杂性和快速变化要求管理者表现出矛盾而又互补的领导行为，比如在提供灵活支持的同时提供结构化的指导，在自我指导与关心他人之间取得平衡。本研究以社会信息加工理论为基础，探讨了监督悖论型领导对研究生创造性行为的影响，并考察了创造性角色认同、关系质量和心理安全的中介作用。基于对国内某重点大学428名研究生的调查，采用偏最小二乘结构方程模型（PLS-SEM）对所提出的模型进行了检验。结果表明，人格特质对研究生创造性行为有显著正向的预测作用，创造性角色认同、关系质量和心理安全在这一关系中起平行中介作用。在三个中介因素中，心理安全的间接影响最强，其次是创造性角色认同和关系质量。这些发现揭示了监督式悖论领导通过塑造学生的角色认知、关系感知和心理体验来促进学生创造性行为的内在机制。本研究对提高研究生的管理策略和培养研究生的创新能力具有理论意义和实践意义。

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引用次数: 0

Children and adults differ in non-linear indicators of cognitive transitions solving of an insight problem 儿童和成人在解决洞察力问题的认知转变的非线性指标上有所不同

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-01-02 DOI: 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.

最近的研究报告说，瞳孔直径波动的熵和确定性区分了那些解决了顿悟问题的儿童和那些没有解决顿悟问题的儿童，特别是在解决问题的最后阶段。虽然这些发现是新颖的，但在大多数调查都集中在成年人身上的领域，对儿童的研究仍然不足。鉴于这两组之间缺乏比较，本研究旨在研究解决或未能解决洞察力问题的儿童和成人在表现和眼动追踪指标方面的差异。前一项研究中的儿童样本与80名试图解决8枚硬币问题的成年人样本进行了比较。各组间比较溶液的频率、注视的比例和瞳孔波动的测量（熵、确定性和β标度指数）。结果显示，成年人比儿童更频繁地解决了这个问题。此外，成人和解决者在整个问题设置中表现出更集中和集中的注视模式，而儿童和非解决者表现出更广泛和更混乱的观察模式。此外，在问题解决的最后阶段，解决者的熵值高于非解决者。随着时间的推移，决定论只在儿童中区分解决者和非解决者，而在成人中则没有。虽然在某些窗口，成人的β值高于儿童，但两组的β标度指数均用褐色噪声描述。先前的研究结果表明，儿童和成人在解决顿悟问题时瞳孔波动的预期动力学表现相似。然而，成年人在瞳孔波动方面表现出更可预测和结构化的可变性，伴随着受限但有效的观察模式，从而导致更高的表现。相比之下，儿童的瞳孔动态表现出更多的熵和可变，伴随着不受约束但效率较低的观察模式，导致其表现低于成人。

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引用次数: 0

Exploring critical and reflective thinking in mathematical literacy through variable- and person-centered approaches 通过变量和以人为本的方法探索数学素养的批判性和反思性思维

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-01-02 DOI: 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.

批判性和反思性思维是21世纪必不可少的技能，在数学素养（ML）中发挥着关键作用。先前的研究既没有明确区分这些技能，也没有开发工具来评估它们作为特定的子技能而不是广泛的倾向。本研究通过检查ML （CT-ML）中的批判性思维和ML （RT-ML）中的反思性思维之间的关系，确定学生的表现情况，并使用评估CT-ML和RT-ML的二维框架探索性别差异，解决了这一差距。结果表明，CT-ML和RT-ML是两个不同但相互关联的构念，每个构念由三个子技能组成。虽然总体结构在性别上是一致的，但男孩和女孩在CT-ML和RT-ML子技能的优势和劣势模式上存在差异，这反映在他们的表现概况上。从理论上讲，研究结果澄清了CT- ml和RT- ml之间的区别，并确立了它们的互补性，为CT和RT作为双重结构提供了创新的视角。在方法上，子技能评估项目的设计和BSEM的应用为微观思维技能的认知结构建模提供了一种严谨的方法。实际上，该研究强调了培养CT-ML和RT-ML的学习任务的必要性，同时根据学生的不同情况定制教学，并解决子技能发展中基于性别的差异。

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