Thinking Skills and Creativity最新文献_第6页

Innovative learning approaches to develop students’ Design thinking skills through digital technology and local wisdom in border patrol police schools 在边境巡逻警察学校，采用创新的学习方法，通过数字技术和地方智慧培养学生的设计思维能力

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-06-01 Epub Date: 2025-10-26 DOI: 10.1016/j.tsc.2025.102047

Parama Kwangmuang , Sarisa Kosum , Paritchaya Sarakan , Lan Thi Nguyen

Educational institutions in remote areas face significant challenges in providing quality education comparable to urban settings, particularly in developing design thinking skills essential for 21st century learning. This research addresses the issue by implementing creative learning strategies utilizing digital and local wisdom within the Border Patrol Police Schools situated in the Northeastern region of Thailand. The design and development process followed the Design and Development Research framework, specifically the Product and Tool research, including two phases: design and development process, and validation process. A learning innovation was developed, comprising of ten components: 1) Problem situation, 2) Learning mission, 3) Consult, 4) Related cases, 5) Sharing center, 6) Learning resource, 7) Practice design thinking center, 8) Search, 9) Scaffolding, and 10) Exhibition center. The evaluation shows strong positive outcomes for the tech-integrated, local knowledge-based learning approach. Components like Problematic situations (x̄ = 4.73), Related cases (x̄ = 4.80), and Sharing center (x̄ = 4.80) received high ratings. Internal validation by three experts yielded an average score of 4.55, confirming the model’s appropriateness. External validation from 24 students resulted in an average design thinking score of 4.61. This research highlights the value of combining digital tools with local knowledge to enhance design thinking in under-resourced schools, offering important implications for educators and policymakers.

偏远地区的教育机构在提供与城市环境相当的优质教育方面面临着重大挑战，特别是在培养21世纪学习所必需的设计思维技能方面。本研究通过在位于泰国东北部地区的边境巡逻警察学校实施利用数字和当地智慧的创造性学习策略来解决这一问题。设计和开发过程遵循设计和开发研究框架，特别是产品和工具研究，包括两个阶段：设计和开发过程，以及验证过程。构建了一个由问题情境、学习使命、咨询、案例、共享中心、学习资源、实践设计思维中心、搜索、搭建、展示中心等十部分组成的学习创新平台。评估结果显示，技术集成、基于本地知识的学习方法取得了强有力的积极成果。问题情况（x ā = 4.73）、相关案例（x ā = 4.80）和共享中心（x ā = 4.80）等组件获得了很高的评分。三位专家的内部验证平均得分为4.55分，证实了模型的适当性。来自24名学生的外部验证导致平均设计思维得分为4.61。这项研究强调了将数字工具与当地知识相结合的价值，以增强资源不足学校的设计思维，为教育工作者和政策制定者提供了重要启示。

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引用次数: 0

Artistic and cultural education to improve creativity and motivation in students experiencing academic failure in secondary school 通过艺术和文化教育，提高中学学习失败学生的创造力和动力

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-06-01 Epub Date: 2025-10-13 DOI: 10.1016/j.tsc.2025.102026

Carmen Carpio de los Pinos , José Francisco Durán Medina , Daniel Rodriguez Arenas , Herminia Cid García

This study investigates the efficacy of an intervention using cultural and artistic activities to enhance creativity and motivation in adolescents experiencing academic failure. Under-performing students are typically removed from more holistic curriculums into groups that focus on a limited curriculum restricted to core subjects. Sixty-four adolescents experiencing academic failure were enrolled in a reduced academic curriculum as part of a professionally-led intervention programme. The intervention tested how a series of specifically-designed artistic-cultural activities, introduced as a didactic mechanism impacted on student motivation and creativity. Participants were divided into two groups: (1) the intervention group engaged in artistic-cultural activities within their reduced curriculum during school hours; (2) the control group that maintained their regular reduced curriculum with no additional activities.

The intervention group showed significant improvements in general creativity across the factors being assessed, including fluency, flexibility, originality, narrative creativity, elaboration, and graphic creativity. Student motivation also improved significantly, with differences between groups evident in metacognitive regulation, organisational strategies, relationship-building, learning assessment, intrinsic motivation, group work motivation, and self-efficacy.

The key educational implication demonstrated is that art and culture subjects should be included in programmes assigned to underperforming students. Such programmes enhance both creativity and motivation, potentially increasing student engagement and improving both individual and overall school attendance rates.

本研究旨在探讨文化艺术活动对学业失败青少年创造力和动机的干预效果。表现不佳的学生通常会从更全面的课程中被转移到专注于核心科目的有限课程的小组中。64名经历学业失败的青少年参加了一个精简的学术课程，作为专业人士主导的干预计划的一部分。干预测试了一系列特别设计的艺术文化活动，作为一种教学机制引入，如何影响学生的动机和创造力。参与者被分为两组：(1)干预组在课业时间内进行文化艺术活动；(2)对照组维持常规的精简课程，没有额外的活动。干预组在所有被评估的因素中，包括流利性、灵活性、原创性、叙事创造力、阐述能力和图形创造力，都显示出了显著的提高。学生动机也有显著提高，在元认知调节、组织策略、关系建立、学习评价、内在动机、小组工作动机和自我效能感方面，组间差异明显。该研究的主要教育意义在于，艺术和文化科目应该包括在分配给表现不佳学生的课程中。这样的项目可以提高创造力和积极性，潜在地提高学生的参与度，提高个人和整体的入学率。

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引用次数: 0

Exploring the associations between STEM learning attitudes and scientific creativity among primary school students: a mediation model of metacognitive awareness and self-efficacy 小学生STEM学习态度与科学创造力的关系研究：元认知意识和自我效能感的中介模型

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-06-01 Epub Date: 2025-11-19 DOI: 10.1016/j.tsc.2025.102071

Linlin Hu , Hao Wang

In the context of STEM education, scientific creativity has attracted much attention as a core literacy, but its underlying psychological mechanisms have not been fully elucidated. Grounded in social cognitive theory, this study examined the associations among STEM learning attitudes, metacognitive awareness, self-efficacy, and scientific creativity in a sample of 723 Chinese primary school students (Grades 3–6). Using structural equation modeling, the results indicated that STEM learning attitudes were positively associated with scientific creativity (β = 0.295, p < 0.001), as well as with metacognitive awareness (β = 0.189, p < 0.001) and self-efficacy (β = 0.099, p = 0.007). Both metacognitive awareness (β = 0.085, p = 0.014) and self-efficacy (β = 0.175, p < 0.001) were positively linked to scientific creativity, and a significant association was also observed between metacognitive awareness and self-efficacy (β = 0.338, p < 0.001). Indirect pathways were significant, including a sequential mediation path (β = 0.011, p = 0.001) consistent with theoretical expectations. A simulation-based sensitivity analysis confirmed the robustness of these mediation paths to moderate levels of unmeasured confounding. Additionally, scientific creativity showed moderate correlations with mathematics (r = 0.397) and science achievement (r = 0.266), while gender differences were not statistically significant. The study offers preliminary guidance for future research and educational interventions aiming to cultivate creative potential through the enhancement of attitudes and self-regulatory skills.

在STEM教育背景下，科学创造力作为一种核心素养备受关注，但其潜在的心理机制尚未得到充分阐明。本研究以社会认知理论为基础，以723名中国3-6年级小学生为样本，研究了STEM学习态度、元认知意识、自我效能感和科学创造力之间的关系。采用结构方程模型，结果表明，STEM学习态度与科学创造力（β = 0.295, p < 0.001）、元认知意识（β = 0.189, p < 0.001）和自我效能感（β = 0.099, p = 0.007）呈正相关。元认知意识（β = 0.085, p = 0.014）和自我效能感（β = 0.175, p < 0.001）与科学创造力呈正相关，元认知意识与自我效能感之间也存在显著相关（β = 0.338, p < 0.001）。间接途径显著，包括与理论预期一致的顺序中介路径（β = 0.011, p = 0.001）。基于模拟的敏感性分析证实了这些中介路径对中等水平的未测量混杂的稳健性。此外，科学创造力与数学（r = 0.397）和科学成就（r = 0.266）呈中等相关，性别差异无统计学意义。该研究为未来的研究和教育干预提供了初步指导，旨在通过提高态度和自我调节技能来培养创新潜力。

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引用次数: 0

Comparative analysis of structured and problem-based metacognitive scaffoldings in collaborative programming activities for primary school students 小学生协同规划活动中结构化与问题型元认知框架的比较分析

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-06-01 Epub Date: 2025-11-13 DOI: 10.1016/j.tsc.2025.102062

Haiyan Huang , Mengmeng Cheng , Yanan Zeng

The evidence supporting how metacognitive scaffolding effectively fosters collaborative programming is increasing; however, the specific type of metacognitive scaffolding most beneficial in this context remains unclear. To further investigate this, the present study utilized a quasi-experimental design to compare the effects of structured and problem-based metacognitive scaffolding on collaborative programming among primary school students. Their impact on students’ metacognitive behaviors during learning, as well as on learning outcomes (metacognitive abilities and programming project scores), was examined, which included retention of any improvements in metacognitive abilities after the removal of scaffolding. The findings reveal that both structured and problem-based metacognitive scaffolding significantly enhanced students’ metacognitive abilities (p < 0.05), with no significant difference in the retention of these abilities. Neither type of scaffolding enhanced students’ programming project scores. However, the problem-based metacognitive scaffolding group demonstrated more metacognitive behaviors than the structured group (282, 56.9% vs. 214, 43.1%) (p < 0.01), in particular, in terms of enacting strategies (163, 58.8% vs.114, 41.2%) (p < 0.01) and monitoring and controlling (61, 63.5% vs. 35, 36.5%) (p < 0.01) metacognitive behaviors. Guidelines for designing collaborative programming activities were developed based on these findings and are discussed in this study.

支持元认知支架如何有效促进协作编程的证据正在增加；然而，在这种情况下最有益的元认知支架的具体类型仍不清楚。为了进一步探讨这一点，本研究采用准实验设计来比较结构化和基于问题的元认知脚手架对小学生协作编程的影响。他们对学生在学习过程中的元认知行为以及学习结果（元认知能力和编程项目分数）的影响进行了研究，其中包括移除脚手架后元认知能力的任何改善的保留。结果显示，结构化元认知支架和基于问题的元认知支架均显著提高了学生的元认知能力（p < 0.05），但在这些能力的保留上没有显著差异。这两种脚手架都不能提高学生的编程项目分数。然而，基于问题的元认知支架组比结构化组表现出更多的元认知行为（282,56.9% vs. 214, 43.1%）（p < 0.01），特别是在制定策略（163,58.8% vs.114, 41.2%）（p < 0.01）和监控（61,63.5% vs. 35, 36.5%）（p < 0.01）元认知行为。设计协作编程活动的指导方针是基于这些发现制定的，并在本研究中进行了讨论。

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引用次数: 0

Augmenting EFL learners’ writing performance and perceptions: the pedagogical efficacy of teacher-mediated peer assessment 提高英语学习者的写作表现和感知：教师介导的同伴评估的教学效能

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-06-01 Epub Date: 2025-12-23 DOI: 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.

不同的研究表明，同行评估的应用在教育环境中是众所周知的。然而，对其教学用途的学术分析仍然不一致，特别是在英语写作环境中。因此，本研究探讨了教师介导的同伴评估在提高英语学生写作表现和认知方面的功效。采用非等效对照组前测和后测准实验设计来解决研究问题。这项研究涉及两组60名经济学专业的二年级学生。采用非随机摇号法将完整组分为实验组（N = 30）和对照组（N = 30）。实验组的学生在进行段落写作练习的同时接受教师指导的同伴评估，而对照组的学生则完成了相同的写作任务，但只接受了教师评估。通过写前和写后测试收集数据。此外，对实验组参与者进行同伴评价感知问卷（PAPQ），以补充测试数据。试验数据采用调整平均、单向MANCOVA和随访ancova进行分析，而PAPQ数据采用均值和标准差的描述性统计进行分析。结果显示，教师主导的同伴评价在内容（偏ŋ2 = 0.38）和语法（偏ŋ2 = 0.36）方面显著提高了实验组学生的写作成绩。然而，段落组织、词汇和机制的改善在统计上是微不足道的，这表明长期干预和更直接的策略对这些写作方面有很大的影响。调查结果还显示，教师中介的同伴评估提高了学生的写作、批判性思维和社交技能，同时培养了反思、自我调节和协作学习，这标志着教师中介的同伴评估融入了写作课程。

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引用次数: 0

Corpus-assisted counterargumentation instruction: cultivating critical thinking via argumentative writing 语料库辅助的反论证教学：通过议论文写作培养批判性思维

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-06-01 Epub Date: 2025-12-25 DOI: 10.1016/j.tsc.2025.102120

Fulan LIU , Mengchen ZOU , Wenyun LUO

Counterargumentation, the ability to consider and refute opposing viewpoints, is fundamental to critical thinking and argumentative writing, yet studies have consistently identified deficiencies in students’ counterarguments and have noted the insufficient pedagogical emphasis in this area. This quasi-experimental study investigates whether corpus technology, which facilitates inductive learning through exposure to authentic linguistic and rhetorical patterns, can enhance English-as-a-foreign language (EFL) learners’ counterargumentation, critical thinking, and argumentative writing. Participants were assigned to a control group receiving standard instruction and an experimental group utilizing corpus technology. An analysis of pre-/post-test essays using mixed methods revealed that the experimental group had significantly greater gains than the control group in argumentative writing (d = 0.73 vs. 0.40; p < .001), critical thinking (d = 0.73 vs. 0.54; p < .001) and the production of high-quality counterarguments/rebuttals (p < .001). Post-test correlations further indicated that both the quality of counterarguments/rebuttals and their quantity were significantly associated with critical thinking (p < .001 for both) and argumentative writing performance (p < .001 for both) for the experimental and control groups. These results underscore the pedagogical value of corpus-assisted instruction for systematically developing counterarguing skills to enhance EFL learners’ critical thinking and writing proficiency.

反论证，即思考和反驳对立观点的能力，是批判性思维和议论文写作的基础，然而研究一直发现学生的反论证存在缺陷，并指出这一领域的教学重点不足。这项准实验研究探讨了语料库技术是否可以通过接触真实的语言和修辞模式来促进归纳学习，从而提高英语作为外语学习者的反论证、批判性思维和议论文写作能力。实验组采用语料库技术，对照组采用标准教学。使用混合方法对测试前/测试后论文进行的分析显示，实验组在议论文写作（d = 0.73 vs. 0.40; p < .001）、批判性思维（d = 0.73 vs. 0.54; p < .001）和高质量的反论点/反驳（p < .001）方面的收益明显大于对照组。测试后的相关性进一步表明，在实验组和对照组中，反论证/反驳的质量和数量与批判性思维（p < 0.001）和议论文写作表现（p < 0.001）显著相关。这些结果强调了语料库辅助教学在系统地培养反驳技巧以提高英语学习者的批判性思维和写作能力方面的教学价值。

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引用次数: 0

Patterns in perceptions of learning to draw with guidance and conceptual scaffolding: Insights from a multi-cohort self-reported study 在指导和概念框架下学习绘画的感知模式：来自多队列自我报告研究的见解

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-06-01 Epub Date: 2025-11-04 DOI: 10.1016/j.tsc.2025.102053

Vicente Lopez-Chao

This study explores how a multi-cohort sample of students perceived learning to draw in a first-year course on environment drawing and concept art, taught from the field of architectural graphics within a Bachelor’s degree in Digital Creation, Animation, and Videogames. The course applies a scaffolded, theory-integrative approach in which analytical case studies precede visual production, and drawing is developed through phased workflows that mirror professional design processes. A mixed-methods, multi-cohort analysis was conducted with 245 undergraduate students across five academic years, based on post-course self-reports of perceived starting competence in drawing, motivational engagement, and the perceived value of structured drawing and the relevance of theory in drawing practice. Using clustering and ANOVA, three exploratory perception-based learner profiles were identified: Enthusiastic Experts, Conceptual Learners, and Low-Engagement Learners. Students who began with lower self-assessed competence but placed greater importance to theoretical guidance and phased process reported the highest perceived drawing improvement, suggesting that reflective interaction with theory and workflow shapes how learning through drawing is experienced. While findings are limited to retrospective self-reports, the study provides exploratory evidence of how learner perceptions align with scaffolded and theory-integrative drawing pedagogy. These insights contribute to understanding drawing as a cognitive and reflective practice, offering an empirical basis for adaptive and perception-informed strategies in early-stage design education.

本研究探讨了学生的多队列样本如何感知学习在第一年的环境绘画和概念艺术课程中绘画，从建筑图形领域教授数字创作，动画和电子游戏学士学位。本课程采用脚手架式，理论整合的方法，其中分析案例研究先于视觉制作，并通过反映专业设计过程的分阶段工作流程开发绘图。基于课程结束后的自我报告，对245名本科生进行了为期5个学年的混合方法、多队列分析，这些自我报告包括绘画的感知起始能力、动机参与、结构化绘画的感知价值以及绘画理论与实践的相关性。利用聚类和方差分析，确定了三种探索性的基于感知的学习者特征：热情专家、概念学习者和低参与度学习者。那些从较低的自我评估能力开始，但更重视理论指导和分阶段过程的学生报告了最高的感知绘画改进，这表明与理论和工作流程的反思性互动塑造了如何通过绘画学习的体验。虽然研究结果仅限于回顾性自我报告，但该研究提供了探索性证据，证明学习者的感知如何与支架和理论整合的绘画教学法相一致。这些见解有助于将绘画理解为一种认知和反思实践，为早期设计教育中的适应性和感知知情策略提供了经验基础。

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引用次数: 0

Shaping students’ creative problem-solving skills through cognitive activation strategies: The mediating role of mathematics anxiety and perseverance 认知激活策略对学生创造性问题解决能力的塑造：数学焦虑与毅力的中介作用

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-06-01 Epub Date: 2025-11-22 DOI: 10.1016/j.tsc.2025.102083

Shengqing He , Chunxia Qi , Leifeng Xiao , Jinsi Hao

This study examines the intricate relationships among cognitive activation strategies, mathematics anxiety, and perseverance in shaping students’ creative problem-solving skills. Using structural equation modeling to analyze survey data from 20,052 students in 72 secondary schools in China, this study reveals that (1) Cognitive activation strategies have a direct and significant impact on students’ creative problem-solving skills; (2) Mathematics anxiety and perseverance act as mediators in the relationship between cognitive activation strategies and students’ creative problem-solving skills, with perseverance exerting a more pronounced influence than mathematics anxiety; and (3) Mathematics anxiety and perseverance act as sequential mediators in the relationship between cognitive activation strategies and students’ creative problem-solving skills. The findings of this study shed productive insights into understanding the intricate relationships among pedagogical approaches, creative skills, and emotional and volitional factors. The implications of these findings for mathematics education practice are discussed, and possible avenues for future research are suggested.

本研究探讨了认知激活策略、数学焦虑和毅力在塑造学生创造性解决问题能力方面的复杂关系。采用结构方程模型对中国72所中学20,052名学生的调查数据进行分析，结果表明：(1)认知激活策略对学生创造性问题解决能力有直接且显著的影响；(2)数学焦虑和毅力在认知激活策略与学生创造性问题解决能力的关系中起中介作用，毅力的影响比数学焦虑的影响更显著；(3)数学焦虑和毅力在认知激活策略与学生创造性问题解决能力的关系中起序贯中介作用。这项研究的发现为理解教学方法、创造性技能、情感和意志因素之间的复杂关系提供了富有成效的见解。讨论了这些发现对数学教育实践的意义，并提出了未来研究的可能途径。

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引用次数: 0

Teacher support and adolescent creativity: The mediating effect of MAOB methylation 教师支持与青少年创造力：MAOB甲基化的中介作用

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity

Pub Date : 2026-06-01 Epub Date: 2025-12-04 DOI: 10.1016/j.tsc.2025.102097

Jinghuan Zhang , Da Li , Zekun Shen , Xiaolei Yang , Shun Zhang

Although teacher support has been regarded as an important social contextual factor affecting adolescent creativity, the exact biological mechanism mediating this effect remains unknown. In a sample of Chinese male adolescents, by employing figural divergent thinking tasks as a measure of creativity, this study examined whether DNA methylation of the monoamine oxidase B gene (MAOB) mediated the effect of teacher support on adolescent creativity. The results showed that MAOB gene-body methylation partially mediated the relationship between teacher support and creativity. These findings demonstrate the first evidence for the biological mechanism mediating the link between social context and adolescent creativity. It is expected that the findings of this study could provide new insights in understanding how social context becomes biologically embedded in adolescent creativity development.

虽然教师的支持被认为是影响青少年创造力的重要社会环境因素，但介导这种影响的确切生物学机制尚不清楚。本研究以中国男性青少年为样本，采用图形发散性思维任务作为创造力的衡量标准，考察了单胺氧化酶B基因（MAOB）的DNA甲基化是否介导了教师支持对青少年创造力的影响。结果表明，MAOB基因体甲基化在教师支持与创造力的关系中起部分中介作用。这些发现为社会环境和青少年创造力之间的生物学机制提供了第一个证据。我们期望这项研究的发现能为理解社会环境如何在青少年创造力发展中发挥生物学作用提供新的见解。

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 : 2026-06-01 Epub 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