Pub Date : 2025-12-25DOI: 10.1016/j.tsc.2025.102119
Ji Hoon Park, Nils Myszkowski, Weihua Niu
Both creativity and critical thinking are considered key skills for students to navigate the complexities of the 21st century. However, there is relatively scarce literature that points to how these two constructs may be related. The lack of clarity on this relation undermines the understanding of their interplay in education and learning and might hinder opportunities for joint training and assessment. Following a recent review of the literature, which suggested a link between creativity and critical thinking in the general population, we proposed to estimate and test the overall correlation between the two constructs in educational contexts using a meta-analysis. A total of 51 correlation estimates (in 29 different studies) were extracted from a systematic review, representing a total sample size of 12548. Because some effect sizes were nested in publications, we used a 3-level meta-analysis and meta-regressions. Despite significant heterogeneity, we found a significant positive moderate correlation between the two constructs , with no significant publication bias. The effect was not significantly moderated by student education level, age of participants, geographical region, or year of publication, but was significantly moderated by the type of measurement used, with larger effects observed when both creativity and critical thinking measures were self-reports. Implications for education, training, and assessment of both skills, as well as future research, are discussed.
{"title":"Exploring the intersection of creativity and critical thinking among students: A meta-analysis","authors":"Ji Hoon Park, Nils Myszkowski, Weihua Niu","doi":"10.1016/j.tsc.2025.102119","DOIUrl":"10.1016/j.tsc.2025.102119","url":null,"abstract":"<div><div>Both creativity and critical thinking are considered key skills for students to navigate the complexities of the 21st century. However, there is relatively scarce literature that points to how these two constructs may be related. The lack of clarity on this relation undermines the understanding of their interplay in education and learning and might hinder opportunities for joint training and assessment. Following a recent review of the literature, which suggested a link between creativity and critical thinking in the general population, we proposed to estimate and test the overall correlation between the two constructs in educational contexts using a meta-analysis. A total of 51 correlation estimates (in 29 different studies) were extracted from a systematic review, representing a total sample size of 12548. Because some effect sizes were nested in publications, we used a 3-level meta-analysis and meta-regressions. Despite significant heterogeneity, we found a significant positive moderate correlation between the two constructs <span><math><mrow><mi>r</mi><mspace></mspace><mo>=</mo><mspace></mspace><mn>0.386</mn><mspace></mspace><mo>[</mo><mrow><mo>.</mo><mn>296</mn><mo>,</mo><mo>.</mo><mn>470</mn></mrow><mo>]</mo><mo>,</mo><mi>p</mi><mspace></mspace><mo><</mo><mspace></mspace><mn>0.001</mn></mrow></math></span>, with no significant publication bias. The effect was not significantly moderated by student education level, age of participants, geographical region, or year of publication, but was significantly moderated by the type of measurement used, with larger effects observed when both creativity and critical thinking measures were self-reports. Implications for education, training, and assessment of both skills, as well as future research, are discussed.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102119"},"PeriodicalIF":4.5,"publicationDate":"2025-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145883795","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 : 2025-12-23DOI: 10.1016/j.tsc.2025.102116
Huanhuan Wang , Ting Da , Yuanrong Wang , Fenghao Luo , Yifan Zhang , Ahmed Tlili , Dong Yang , Yarong Wang , Jiaxin Xu , Xixian Zhu , Man Wan , Ronghuai Huang
Generative artificial intelligence (GenAI) has been increasingly used in teaching and learning. However, its effect on the learning outcome of creative problem-solving (CPS) remains inconclusive. To address this problem, this mixed-methods study examines the dual role of GenAI in college students’ CPS using a natural experiment and a post-interview. By comparing outcomes of a design competition between non-GenAI student users (Year 2023, Nteams = 10; Nstudents = 56) and GenAI users (Year 2024, Nteams = 18; Nstudents = 80) at three stages (Npre+mid+post = 82), supplemented by competition mentor interviews analysis, we found that GenAI is significantly positive-associated with students’ CPS performance (p < 0.001), with greater gains among students with lower baseline creativity. Additionally, not only did students’ CPS performance improve significantly across the three testing stages (p < 0.001), but also the trajectory of improvement differed markedly between cohorts: students with ChatGPT support exhibited steeper gains across stages (p < 0.001). However, the content analysis of mentor interviews identified risks of idea homogenization that emerged from the submitted work and students’ over-reliance on GenAI tools, with students failing to critically validate AI outputs. Mentor insights further highlight the mediating role of AI literacy and team dynamics: Teams with balanced human-AI collaboration achieved more innovation than those overly dependent on GenAI. These findings underscore GenAI’s paradoxical impact: a catalyst for stimulating creativity and a potential inhibitor of independent thinking. These results suggest that teachers and instructional designers should adopt active learning-oriented instructional design strategies to balance student-AI collaboration on creativity. The study advances research discourse on human-AI co-creativity while offering actionable strategies for sustainable AI integration in education.
{"title":"Augmentation or limitation? Generative AI’s influence on college students’ creative problem-solving","authors":"Huanhuan Wang , Ting Da , Yuanrong Wang , Fenghao Luo , Yifan Zhang , Ahmed Tlili , Dong Yang , Yarong Wang , Jiaxin Xu , Xixian Zhu , Man Wan , Ronghuai Huang","doi":"10.1016/j.tsc.2025.102116","DOIUrl":"10.1016/j.tsc.2025.102116","url":null,"abstract":"<div><div>Generative artificial intelligence (GenAI) has been increasingly used in teaching and learning. However, its effect on the learning outcome of creative problem-solving (CPS<strong>)</strong> remains inconclusive. To address this problem, this mixed-methods study examines the dual role of GenAI in college students’ CPS using a natural experiment and a post-interview. By comparing outcomes of a design competition between non-GenAI student users (Year 2023, N<sub>team</sub><sub>s</sub> = 10; N<sub>student</sub><sub>s</sub> = 56) and GenAI users (Year 2024, N<sub>teams</sub> = 18; N<sub>student</sub><sub>s</sub> = 80) at three stages (N<sub>pre+mid+post</sub> = 82), supplemented by competition mentor interviews analysis, we found that GenAI is significantly positive-associated with students’ CPS performance (<em>p</em> < 0.001), with greater gains among students with lower baseline creativity. Additionally, not only did students’ CPS performance improve significantly across the three testing stages (<em>p</em> < 0.001), but also the trajectory of improvement differed markedly between cohorts: students with ChatGPT support exhibited steeper gains across stages (<em>p</em> < 0.001). However, the content analysis of mentor interviews identified risks of idea homogenization that emerged from the submitted work and students’ over-reliance on GenAI tools, with students failing to critically validate AI outputs. Mentor insights further highlight the mediating role of AI literacy and team dynamics: Teams with balanced human-AI collaboration achieved more innovation than those overly dependent on GenAI. These findings underscore GenAI’s paradoxical impact: a catalyst for stimulating creativity and a potential inhibitor of independent thinking. These results suggest that teachers and instructional designers should adopt active learning-oriented instructional design strategies to balance student-AI collaboration on creativity. The study advances research discourse on human-AI co-creativity while offering actionable strategies for sustainable AI integration in education.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102116"},"PeriodicalIF":4.5,"publicationDate":"2025-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145839575","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 : 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":"2025-12-23","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}
Pub Date : 2025-12-23DOI: 10.1016/j.tsc.2025.102118
Mazhar Bal, Tülin Arseven
In this systematic review, we aimed to examine the relationship between AI-assisted writing skills and creativity in various writing contexts, such as creative writing, academic writing, poetry, and multimodal composition. After conducting searches of the Web of Science (WoS), Scopus, and Education Resources Information Center (ERIC) databases according to our specified criteria, we included 25 studies in our analysis. Based on the descriptive analysis, we identified five main themes regarding the relationship between AI-assisted writing skills and creativity: digital partnerships that activate creative potential, transformation of creative writing processes, limitation of creativity, role of supportive tools in creative processes, and conflicting perspectives on the development of creativity. Our findings revealed that the relationship between AI-assisted writing tools and creativity varies significantly depending on students' educational level, usage patterns, and pedagogical approaches. While AI tools can be powerful creative triggers when used appropriately, their excessive use seriously undermines students' capacity to generate original ideas. We found that students across all educational levels experienced ambiguous and contradictory outcomes regarding creativity in the AI-assisted writing process. Furthermore, we determined that traditional writing processes have been transformed, and that students have developed new writing approaches that differ according to their educational levels. Therefore, gradual and customized approaches are needed to establish a connection between AI and creativity in effective writing processes.
在这篇系统综述中，我们旨在研究人工智能辅助写作技巧与创造力在各种写作环境中的关系，如创意写作、学术写作、诗歌和多模态写作。在按照我们指定的标准对Web of Science （WoS）、Scopus和Education Resources Information Center （ERIC）数据库进行检索后，我们在分析中纳入了25项研究。基于描述性分析，我们确定了关于人工智能辅助写作技能与创造力之间关系的五个主要主题：激活创造性潜力的数字伙伴关系、创造性写作过程的转变、创造力的局限性、创造性过程中支持工具的作用以及对创造力发展的相互矛盾的观点。我们的研究结果表明，人工智能辅助写作工具与创造力之间的关系因学生的教育水平、使用模式和教学方法而有很大差异。虽然人工智能工具在使用得当的情况下可以成为强大的创意触发器，但过度使用会严重损害学生产生原创想法的能力。我们发现，在人工智能辅助写作过程中，所有教育水平的学生在创造力方面都经历了模糊和矛盾的结果。此外，我们确定传统的写作过程已经发生了转变，学生们已经根据他们的教育水平开发了新的写作方法。因此，在有效的写作过程中，需要逐步和定制的方法来建立人工智能与创造力之间的联系。
{"title":"Students’ writing skills and creativity in the age of artificial intelligence: A systematic review of creativity across diverse AI-supported writing contexts","authors":"Mazhar Bal, Tülin Arseven","doi":"10.1016/j.tsc.2025.102118","DOIUrl":"10.1016/j.tsc.2025.102118","url":null,"abstract":"<div><div>In this systematic review, we aimed to examine the relationship between AI-assisted writing skills and creativity in various writing contexts, such as creative writing, academic writing, poetry, and multimodal composition. After conducting searches of the Web of Science (WoS), Scopus, and Education Resources Information Center (ERIC) databases according to our specified criteria, we included 25 studies in our analysis. Based on the descriptive analysis, we identified five main themes regarding the relationship between AI-assisted writing skills and creativity: digital partnerships that activate creative potential, transformation of creative writing processes, limitation of creativity, role of supportive tools in creative processes, and conflicting perspectives on the development of creativity. Our findings revealed that the relationship between AI-assisted writing tools and creativity varies significantly depending on students' educational level, usage patterns, and pedagogical approaches. While AI tools can be powerful creative triggers when used appropriately, their excessive use seriously undermines students' capacity to generate original ideas. We found that students across all educational levels experienced ambiguous and contradictory outcomes regarding creativity in the AI-assisted writing process. Furthermore, we determined that traditional writing processes have been transformed, and that students have developed new writing approaches that differ according to their educational levels. Therefore, gradual and customized approaches are needed to establish a connection between AI and creativity in effective writing processes.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102118"},"PeriodicalIF":4.5,"publicationDate":"2025-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145883801","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}
Curricular integration based on a transdisciplinary approach poses a significant challenge in secondary education. This study analyses the development of creative thinking, problem-solving and decision-making, collaborative thinking and systemic thinking within a transdisciplinary service-learning project focused on sustainable development. The participants included 192 students and 17 teachers from 12 academic departments in a Spanish secondary school. A concurrent triangulation design was implemented using QUAL+QUAN data for a mixed-methods research approach with the results showing a connection between the explored thinking skills, and how problem-solving and decision-making were characterized by the development of analytical and applicative cognitive processes. Creative thinking in artistic areas was marked by originality and divergent thinking, which contrasted with the convergent and analytical nature of the thinking used in the scientific and mathematical fields. Critical thinking was cultivated through cognitive processes of analysis and evaluation across all areas, both transversally and through continuous feedback during the various activities. Collaborative thinking emerged at an integral level, influenced by the methodological approach. The transdisciplinary approach significantly contributed to the development of systemic thinking, which enabled a comprehensive understanding of complex social and ecological issues. This approach fostered: (1) a world-centered perspective in the various disciplines; (2) the application of knowledge in real-world situations through a practical and experiential focus; (3) creative expression through various forms of communication; (4) the awareness of social and environmental issues, all leading to the proposal of innovative solutions.
{"title":"Thinking skills in transdisciplinary curriculum integration: A service-learning project in a Spanish secondary school","authors":"Carlos Lage-Gómez , Ruth González-Pizarro , Arantza Campollo-Urkiza , Roberto Cremades-Andreu","doi":"10.1016/j.tsc.2025.102115","DOIUrl":"10.1016/j.tsc.2025.102115","url":null,"abstract":"<div><div>Curricular integration based on a transdisciplinary approach poses a significant challenge in secondary education. This study analyses the development of creative thinking, problem-solving and decision-making, collaborative thinking and systemic thinking within a transdisciplinary service-learning project focused on sustainable development. The participants included 192 students and 17 teachers from 12 academic departments in a Spanish secondary school. A concurrent triangulation design was implemented using QUAL+QUAN data for a mixed-methods research approach with the results showing a connection between the explored thinking skills, and how problem-solving and decision-making were characterized by the development of analytical and applicative cognitive processes. Creative thinking in artistic areas was marked by originality and divergent thinking, which contrasted with the convergent and analytical nature of the thinking used in the scientific and mathematical fields. Critical thinking was cultivated through cognitive processes of analysis and evaluation across all areas, both transversally and through continuous feedback during the various activities. Collaborative thinking emerged at an integral level, influenced by the methodological approach. The transdisciplinary approach significantly contributed to the development of systemic thinking, which enabled a comprehensive understanding of complex social and ecological issues. This approach fostered: (1) a world-centered perspective in the various disciplines; (2) the application of knowledge in real-world situations through a practical and experiential focus; (3) creative expression through various forms of communication; (4) the awareness of social and environmental issues, all leading to the proposal of innovative solutions.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102115"},"PeriodicalIF":4.5,"publicationDate":"2025-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145883798","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 : 2025-12-19DOI: 10.1016/j.tsc.2025.102103
Tatsuya Daikoku , Masaki Tanaka
Creativity is a fundamental aspect of the human experience, enabling individuals to generate innovative ideas and artistic expressions including music. Although creativity is frequently framed as the ability to produce novel information, the mechanisms by which perceptions of creativity arise from this information—and their subsequent effects on our minds and bodies—remain inadequately understood.
This study investigates how musical stimuli evoke feelings of creativity through predictive mechanisms, while also examining the role of interoceptive bodily sensations, particularly those linked to the heart and stomach regions. Furthermore, we investigate the relationship between interoceptive sensibility and the intensity of the feeling of creativity.
By employing body-mapping assessments and emotional evaluations on 353 participants exposed to various chord progressions, we revealed the critical role of heart sensations in eliciting feelings of creativity. Our findings indicate that musical chord progressions characterized by high uncertainty and surprise generated heightened feelings of creativity alongside increased arousal. Notably, heart sensations correlated positively with the feeling of creativity, suggesting the crucial role of interoceptive bodily sensations in the experience of creativity. In contrast, the feelings of beauty and valence were more strongly influenced by predictable, low-uncertainty progressions, suggesting that the feelings of creativity may operate through a somewhat different cognitive mechanism than that of beauty and valence.
This study highlights the complex interplay between bodily sensations and feelings of creativity based on predictive processing. By framing creativity within the framework of interoception, our research contributes to a deeper understanding of the emotional and embodied processes that shape the experience of creativity. Future research should explore these relationships to enrich our comprehension of creativity in both artistic endeavors and everyday life.
{"title":"Body maps for feeling of creativity in musical chord progression","authors":"Tatsuya Daikoku , Masaki Tanaka","doi":"10.1016/j.tsc.2025.102103","DOIUrl":"10.1016/j.tsc.2025.102103","url":null,"abstract":"<div><div>Creativity is a fundamental aspect of the human experience, enabling individuals to generate innovative ideas and artistic expressions including music. Although creativity is frequently framed as the ability to produce novel information, the mechanisms by which perceptions of creativity arise from this information—and their subsequent effects on our minds and bodies—remain inadequately understood.</div><div>This study investigates how musical stimuli evoke feelings of creativity through predictive mechanisms, while also examining the role of interoceptive bodily sensations, particularly those linked to the heart and stomach regions. Furthermore, we investigate the relationship between interoceptive sensibility and the intensity of the feeling of creativity.</div><div>By employing body-mapping assessments and emotional evaluations on 353 participants exposed to various chord progressions, we revealed the critical role of heart sensations in eliciting feelings of creativity. Our findings indicate that musical chord progressions characterized by high uncertainty and surprise generated heightened feelings of creativity alongside increased arousal. Notably, heart sensations correlated positively with the feeling of creativity, suggesting the crucial role of interoceptive bodily sensations in the experience of creativity. In contrast, the feelings of beauty and valence were more strongly influenced by predictable, low-uncertainty progressions, suggesting that the feelings of creativity may operate through a somewhat different cognitive mechanism than that of beauty and valence.</div><div>This study highlights the complex interplay between bodily sensations and feelings of creativity based on predictive processing. By framing creativity within the framework of interoception, our research contributes to a deeper understanding of the emotional and embodied processes that shape the experience of creativity. Future research should explore these relationships to enrich our comprehension of creativity in both artistic endeavors and everyday life.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102103"},"PeriodicalIF":4.5,"publicationDate":"2025-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145797150","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 : 2025-12-18DOI: 10.1016/j.tsc.2025.102110
Lillian Smyth , Riemke Aggio-Bruce , Elisa Crossing , Bethany R. Lincoln , Vicki A. Stanojevic , Krisztina Valter , Alexandra L. Webb
Background
The current study is a multi-year, multi-perspective evaluation of an innovative, interdisciplinary undergraduate course. The course was designed around three key innovations, with a view to addressing barriers to creativity identified in the literature.
Methods
The study design is a form of educational action research where the course proceeds through an iterative cycle of being piloted, evaluated and adjusted. The study was devised to answer four broad research questions and provided analysis of text-based submissions, surveys, interview and focus-groups to provide a nuanced picture of student experiences and the impacts on outcomes and approaches to knowledge construction.
Results
Key elements of the course that were valuable included building tolerance for uncertainty, being given space for exploration, being pushed beyond habitual patterns, opportunities to build resilience, embodied and self-anchored experiences of learning and opportunities to experience awe.
Conclusions
We provide a body of evidence and documentation of teaching practice aimed toward an interdisciplinary, embodied approach to teaching a course that seeks to promote creativity, confidence and transdisciplinary thinking in undergraduate students. The course has demonstrated some success toward its goals, but also raised a number of questions for future research.
{"title":"Embracing ambiguity: Student experiences, creativity and confidence in the context of a novel interdisciplinary undergraduate course","authors":"Lillian Smyth , Riemke Aggio-Bruce , Elisa Crossing , Bethany R. Lincoln , Vicki A. Stanojevic , Krisztina Valter , Alexandra L. Webb","doi":"10.1016/j.tsc.2025.102110","DOIUrl":"10.1016/j.tsc.2025.102110","url":null,"abstract":"<div><h3>Background</h3><div>The current study is a multi-year, multi-perspective evaluation of an innovative, interdisciplinary undergraduate course. The course was designed around three key innovations, with a view to addressing barriers to creativity identified in the literature.</div></div><div><h3>Methods</h3><div>The study design is a form of educational action research where the course proceeds through an iterative cycle of being piloted, evaluated and adjusted. The study was devised to answer four broad research questions and provided analysis of text-based submissions, surveys, interview and focus-groups to provide a nuanced picture of student experiences and the impacts on outcomes and approaches to knowledge construction.</div></div><div><h3>Results</h3><div>Key elements of the course that were valuable included building tolerance for uncertainty, being given space for exploration, being pushed beyond habitual patterns, opportunities to build resilience, embodied and self-anchored experiences of learning and opportunities to experience awe.</div></div><div><h3>Conclusions</h3><div>We provide a body of evidence and documentation of teaching practice aimed toward an interdisciplinary, embodied approach to teaching a course that seeks to promote creativity, confidence and transdisciplinary thinking in undergraduate students. The course has demonstrated some success toward its goals, but also raised a number of questions for future research.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102110"},"PeriodicalIF":4.5,"publicationDate":"2025-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145883797","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 : 2025-12-17DOI: 10.1016/j.tsc.2025.102111
Marijana Zeljić , Ivana Veselinović , Milana Dabić Boričić
Although multiplicative thinking is widely studied, two-digit multiplication has received limited attention. This study examines how different instructional models support the development of multiplicative thinking and strategies among young students. Three models were compared: an additive-based model (Control Group), one based on arithmetic rules (Arithmetic Rules Group), and one focused on the structure of representations and the semantic structures of word problems (Semantic Structure Group). Pre- and post-intervention interviews assessed students’ flexible use of mental strategies for single-digit multiplication and their intuitive application to two-digit tasks. While all groups showed some progress, only Arithmetic Rules Group and Semantic Structure Group demonstrated strategic flexibility and successful transfer. The Control Group showed limited flexibility and a decline in strategy use. Findings highlight the importance of structured instruction for knowledge transfer from single-digit to two-digit multiplication.
{"title":"Developing strategic flexibility in multiplication: The role of different teaching approaches","authors":"Marijana Zeljić , Ivana Veselinović , Milana Dabić Boričić","doi":"10.1016/j.tsc.2025.102111","DOIUrl":"10.1016/j.tsc.2025.102111","url":null,"abstract":"<div><div>Although multiplicative thinking is widely studied, two-digit multiplication has received limited attention. This study examines how different instructional models support the development of multiplicative thinking and strategies among young students. Three models were compared: an additive-based model (Control Group), one based on arithmetic rules (Arithmetic Rules Group), and one focused on the structure of representations and the semantic structures of word problems (Semantic Structure Group). Pre- and post-intervention interviews assessed students’ flexible use of mental strategies for single-digit multiplication and their intuitive application to two-digit tasks. While all groups showed some progress, only Arithmetic Rules Group and Semantic Structure Group demonstrated strategic flexibility and successful transfer. The Control Group showed limited flexibility and a decline in strategy use. Findings highlight the importance of structured instruction for knowledge transfer from single-digit to two-digit multiplication.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102111"},"PeriodicalIF":4.5,"publicationDate":"2025-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145883800","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 : 2025-12-17DOI: 10.1016/j.tsc.2025.102114
Mayuko Matsuoka , Emmanuel Manalo , Pedro Rosário , José Carlos Núñez
This study investigated the impact of using narratives for reading and writing on the development of self-regulated learning (SRL) behaviors and English language skills in EFL classrooms. Two narrative activities were implemented: reading SRL-themed stories written in English from a first-person perspective and writing a narrative essay in English about students’ own experiences learning English. A mixed-methods design was used to assess changes in SRL behaviors, vocabulary knowledge, story comprehension, and learner engagement across three instructional groups. Quantitative analyses were used to compare group differences and estimate the effects of this instruction, while qualitative coding of learning diaries captured patterns of reflective thinking and strategy use. The findings indicate that the combined approach of narrative reading and writing strengthened SRL behaviors, including goal-setting, time management, task evaluation, and self-reflection. The students with this approach also demonstrated higher engagement, greater motivation, and more consistent use of SRL strategies. In terms of language development, the combined approach led to improved vocabulary retention and higher story comprehension scores. These results underline the potential of narrative-based instruction to foster not only SRL but also language proficiency in EFL contexts. The study suggests that incorporating narrative methods in language teaching can provide a meaningful, practical framework for promoting learner autonomy, critical thinking, and metacognitive awareness. The findings offer valuable implications for enhancing EFL teaching practices, especially in promoting independent learning and self-regulation.
{"title":"The impact of using narratives for reading and writing on self-regulated learning and foreign language development","authors":"Mayuko Matsuoka , Emmanuel Manalo , Pedro Rosário , José Carlos Núñez","doi":"10.1016/j.tsc.2025.102114","DOIUrl":"10.1016/j.tsc.2025.102114","url":null,"abstract":"<div><div>This study investigated the impact of using narratives for reading and writing on the development of self-regulated learning (SRL) behaviors and English language skills in EFL classrooms. Two narrative activities were implemented: reading SRL-themed stories written in English from a first-person perspective and writing a narrative essay in English about students’ own experiences learning English. A mixed-methods design was used to assess changes in SRL behaviors, vocabulary knowledge, story comprehension, and learner engagement across three instructional groups. Quantitative analyses were used to compare group differences and estimate the effects of this instruction, while qualitative coding of learning diaries captured patterns of reflective thinking and strategy use. The findings indicate that the combined approach of narrative reading and writing strengthened SRL behaviors, including goal-setting, time management, task evaluation, and self-reflection. The students with this approach also demonstrated higher engagement, greater motivation, and more consistent use of SRL strategies. In terms of language development, the combined approach led to improved vocabulary retention and higher story comprehension scores. These results underline the potential of narrative-based instruction to foster not only SRL but also language proficiency in EFL contexts. The study suggests that incorporating narrative methods in language teaching can provide a meaningful, practical framework for promoting learner autonomy, critical thinking, and metacognitive awareness. The findings offer valuable implications for enhancing EFL teaching practices, especially in promoting independent learning and self-regulation.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"61 ","pages":"Article 102114"},"PeriodicalIF":4.5,"publicationDate":"2025-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146039265","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 : 2025-12-15DOI: 10.1016/j.tsc.2025.102112
Chunjin Chen , Hongbiao Yin
East Asian teachers’ pedagogical practices, rooted in Confucian heritage cultures, have sparked enduring debates about whether these pedagogies foster or impede creative thinking skills. This study addresses the debate by employing a multilevel moderated mediation model to examine how teachers’ creative pedagogies shape students’ creative thinking skills, with creative self-efficacy serving as the mediator and school openness to creativity as the moderator. Data were collected from 20,824 15-year-old students, who participated in PISA 2022, across 501 secondary schools in Hong Kong (China), Macao (China), Singapore, and South Korea. The results revealed some striking regional disparities. In Hong Kong (China) and Macao (China), creative pedagogies exhibited a significant positive direct effect on creative thinking skills, while negative effects were observed in Singapore and South Korea. Notably, creative self-efficacy consistently exerted a partial mediating role across all regions, with this mediating effect amplified in schools with higher openness to creativity in Hong Kong (China) and Singapore, but attenuated in Macao (China) and South Korea. The findings have implications for tailoring policies to reconcile creative pedagogies with regional norms and inspire future research on Confucian cultural variations in these mechanisms within East Asian educational contexts.
{"title":"How teachers’ creative pedagogies shape students’ creative thinking skills: a multilevel moderated mediation analysis from East Asia","authors":"Chunjin Chen , Hongbiao Yin","doi":"10.1016/j.tsc.2025.102112","DOIUrl":"10.1016/j.tsc.2025.102112","url":null,"abstract":"<div><div>East Asian teachers’ pedagogical practices, rooted in Confucian heritage cultures, have sparked enduring debates about whether these pedagogies foster or impede creative thinking skills. This study addresses the debate by employing a multilevel moderated mediation model to examine how teachers’ creative pedagogies shape students’ creative thinking skills, with creative self-efficacy serving as the mediator and school openness to creativity as the moderator. Data were collected from 20,824 15-year-old students, who participated in PISA 2022, across 501 secondary schools in Hong Kong (China), Macao (China), Singapore, and South Korea. The results revealed some striking regional disparities. In Hong Kong (China) and Macao (China), creative pedagogies exhibited a significant positive direct effect on creative thinking skills, while negative effects were observed in Singapore and South Korea. Notably, creative self-efficacy consistently exerted a partial mediating role across all regions, with this mediating effect amplified in schools with higher openness to creativity in Hong Kong (China) and Singapore, but attenuated in Macao (China) and South Korea. The findings have implications for tailoring policies to reconcile creative pedagogies with regional norms and inspire future research on Confucian cultural variations in these mechanisms within East Asian educational contexts.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102112"},"PeriodicalIF":4.5,"publicationDate":"2025-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145797149","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}
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