Thinking Skills and Creativity最新文献

Problem-Based Learning (PBL) is an approach that focuses on practical problem-solving and places the student at the center of the learning process. Students work collaboratively in groups to apply theoretical concepts and solve problems. The instructional process consists of two main phases, with each class session divided into two units: teacher-led instruction and group discussions. During the teacher-led instruction unit, the teacher provides explanations of relevant marketing theories. In the group discussion unit, students engage in discussions related to the presented topics. To facilitate these discussions and familiarize students with the PBL teaching model, JAMBOARD and GOOGLE SITE software are utilized as tools during the first phase. In the second phase, the curriculum incorporates the topic of "silver-haired business opportunities" allowing students to gain an understanding of the needs of the old adults and develop marketing strategies specifically targeting this demographic. The effectiveness of PBL in enhancing students' focus, autonomy, learning value, and importance is demonstrated through the application of the Learning Motivation Scale and Learning Attitude Scale. Qualitative research highlights several advantages of PBL in marketing education, including its connection to real markets, promotion of cooperation, fostering of innovation and critical thinking, facilitation of autonomous and interdisciplinary learning, and enhancement of problem-solving abilities. Additionally, a fuzzy Delphi analysis indicates that students highly value effective teaching in the PBL experience.

Consisting of three logically aligned sub-studies, the current research explored the features and mechanisms involved in aligning mindsets and pedagogies among teachers in upper-secondary education. In Study 1, 114 teachers participated in a two-round questionnaire survey investigating the descriptive characteristics of mindset and pedagogy. Two groups of teachers (N = 12) were semi-structure-interviewed in Study 2 to explore how these features were reflected in their teaching. Study 3 (N = 46) comprised focus-group interviews identifying the underlying mechanism determining which and how situational factors moderate the correspondence between mindset and pedagogy. Results indicated that teachers in upper-secondary education endorsed mixed pedagogies despite their mindsets. The mixing style was characterized by both process-focused and trait-focused pedagogical thinking, and both mastery-oriented and performance-oriented pedagogical practices, with variable persistence and differential instructions. Situations related to cultural orientation, educational system, social atmosphere and individual experiences moderated the alignment of mindset with the corresponding pedagogy. The results offer insights into how to validate mindset interventions concerning the adjustment of situations to educational surroundings.

Previous studies have shown that metacognition is closely related to critical thinking ability. However, it remains unclear whether the effect of metacognition on critical thinking ability is unique or merely due to the variance shared with working memory. The present research investigated whether metacognition predicted critical thinking ability above and beyond working memory. Measures of these variables were administrated to both university students (n = 362) and middle school students (n = 247). The SEM results showed that metacognition made unique contributions to critical thinking ability even when working memory was controlled for. Further, there was no significant difference regarding the predictions from metacognition and working memory to critical thinking ability between the university and middle school students. Our findings provide a first step toward understanding metacognition as a distinct construct from working memory in relation to critical thinking ability.

Creativity is considered a key competency in contemporary society and is crucial for college students’ personal growth and future career development. There are many internal and external factors affecting college students’ creativity, among which teacher leadership, an external factor, is substantial. In light of this, this study introduces a new, more detailed theoretical framework that considers the mechanism of influence of teachers’ spiritual leadership on college students’ creativity. Moreover, among the intrinsic influences on college students’ creativity, psychological resources are particularly important; thus, this study selected two variables, positive psychological capital and sense of self-respect, to explore their dual mediating effects in the relationship between spiritual leadership and college students’ creativity. With 697 Chinese college students as the research object, this study collected relevant data through a questionnaire-based survey and statistically analyzed it using SPSS and AMOS. The results show that college teachers’ spiritual leadership has a positive effect on college students’ creativity, and positive psychological capital and sense of self-respect mediate this relationship. Complementing the currently insufficient literature on the factors influencing the development of college students’ creativity, this study provides a perspective that allows for a deeper understanding of the formation process of college students' creativity by exploring the interrelatedness of several factors and elucidating the influence mechanism between them. The results can help optimize programs and strategies to improve college students’ creativity. Specifically, they suggest that by cultivating and enhancing college teachers’ spiritual leadership, educational institutions and organizations can promote the development of college students’ creativity and provide support for students’ comprehensive quality improvement. Simultaneously, paying attention to the establishment of college students’ psychological resources can enhance the level of college students’ creativity.

Technological innovation is catalyzing a shift in thinking, leading to a growing scholarly interest in the realm of Design Thinking (DT). To elucidate the current research landscape, evolutionary patterns, and prospective trajectories within the DT domain over the past twelve years, this study utilized CiteSpace, Vosviewer, and R-bibliometrix-ggplot for a bibliometric examination of DT publications in the Web of Science Core Collection (WoSCC) spanning from 2011 to 2022. As of December 31, 2022, a total of 585 articles pertaining to DT were identified in WoSCC, originating from 70 countries, published in 373 journals, authored by 1726 scholars affiliated with 807 institutions, and collectively cited 22,935 times. The three leading countries in terms of publication frequency are the United States (F = 195), Australia (F = 53), and China (F = 50). The preeminent institution is Stanford University (F = 15). The most prolific author is Magistretti S (F = 6), with the initial publication in 2021. Apart from DT, the most prevalent keyword was “innovation” (F = 51), with the first mention in 2013. The subject category with the highest number of DT publications was Education & educational research (F = 136). The most frequently cited local author was Liedtka J (LCF = 117), and the most frequently co-cited author was Brown T (CCF = 448). In conclusion, this study finds that the development of DT still holds great potential, and its frontier hotspots will likely focus on “system” and “challenge”. The study aims to provide comprehensive insights into the overall picture and developmental trajectory of DT, offering valuable guidelines for future DT research.

Cognitive reflection is a construct measuring one's ability to disengage automatic or type I processing and instead activate effortful deliberation, described as type II processing in dual process theories. Successfully overriding intuitive responses is posited to rely on, in part, trait-like attributes known as thinking dispositions, though a causal link has not been established. The present research is the first randomized controlled trial investigating the effect of a novel thinking disposition intervention (TDI)—a 7-week educational curriculum—on cognitive reflection performance. In the present study, participants (N = 338) were randomized to either the TDI or a control condition. A Bayesian modeling approach suggests positive and moderate effects. Moreover, those in the treatment were over twice as likely to make CRT gains than those in the control group. Additional mediation and moderation analyses were conducted to test whether the TDI impacts CRT via thinking dispositions such as need for cognition and intellectual humility, and/or whether such attributes meaningfully interact with the intervention. Thinking dispositions do not appear to mediate this relationship, neither do they moderate the effect of the intervention. Implications for dual process theory are discussed.

Westerners are better at divergent thinking than Easterners, and previous studies have found this difference relates to collectivism-individualism, however, the underlying mechanism remains unclear. This study aimed to investigate the relationship between individualism-collectivism and divergent thinking from the perspective of semantic networks. A total of 158 participants were measured with the scale of collectivism-individualism tendencies and divergent thinking. Results showed that collectivism and individualism were not significantly associated with the performance of divergent thinking in figural task. And collectivism, rather than individualism, exhibited a negative correlation with originality but a positive correlation with appropriateness in verbal task. Furthermore, collectivism moderated the serial order of originality and appropriateness in verbal task. This study provides preliminary insights into the impact of culture on creativity from semantic network perspectives.

Access to learning about critical thinking has been inequitable for minority students in New Zealand, as identified by Hipkins et al. (2016). Following an intervention program using critical thinking (CT) within dialogical discussions, using the newly developed Street Smarts talk model, the following study focuses on senior secondary students in high and low academic band classes and their teachers’ perceptions. This is to compare the two groups of students’ interactions using the model, their thoughts on critical thinking, and their teachers’ responses to the students’ interactions and comments. The study selected two groups of high- and low-band classes because minority students are often over-represented in low-band classes in New Zealand. A quasi-experimental study was conducted with audio-recorded peer-to-peer group conversations, with 182 students (111 high-band, 71 low-band) in the year 1 dataset and 198 students (97 high-band, 101 low-band) in the year 2 dataset. Post-intervention, semi-structured interviews were conducted with self-selecting students in the high-band (n = 50) and low-band (n= 100) classes, respectively, and all the teachers in the study (n = 7).

Students in both bands recalled three key differences from typical group discussions: The importance of questioning each other, enjoying constructive arguing, and acknowledged that using CT indicators in dialogical discussions helped them shift from surface to deeper thinking conversations. The findings also revealed that students in the low-band classes insisted they would only use CT when in group discussions with friends present due to trust issues. In contrast, the students in high-band classes identified that speaking with unfamiliar others was necessary for hearing diverse views. When the teachers were shown these different, their reactions varied. Some acknowledged the detrimental implications of academic banding, while others believed they could “fix” the problem with pragmatic pedagogical solutions. Teachers also acknowledged that the provocations set for the students in the low-band classes were less academically sophisticated than the topics set for the high-band classes.

This study aimed to determine the developmental trajectories of creativity during early adolescence and identify parental factors that predict the differences between these developmental trajectories. We examined the development of creativity in early adolescence using a group-based trajectory modeling. Data were collected from seventh-grade Japanese junior high school students. In this prospective longitudinal study, participants’ creativity was assessed using the verbal Torrance Tests of Creative Thinking at three time points (every six months). They also reported on perceived parental autonomy support and psychological control at the first phase of the study. Results of the analysis (N = 331) suggested that the developmental trajectories of creativity during early adolescence could be classified into three groups: low, moderate, and high. In addition, multinomial regression analyses (N = 293) showed that adolescents with higher perceived autonomy support or lower perceived psychological control were more likely to be grouped into the moderate-creativity group compared to the low-creativity group. These findings provide insights into the relationship between creativity in early adolescence and parental attitudes from the perspective of heterogeneous developmental trajectories.

The nature of the relationship between creativity and intelligence is a matter of ongoing debate. It has been investigated in various ways using a range of methods, participants, and measures, leading to conflicting empirical findings and theoretical models. Research suggests that fluid intelligence, convergent and divergent thinking are fundamental to both creativity and intelligence. To contribute towards the creativity-intelligence debate, we investigated the relationships between these constructs in an under-researched sample of older adults (aged 64 years +). Furthermore, associations between these constructs may be influenced by demographic qualities, such as age, sex, and number of languages spoken, as well as contextual factors, such as socioeconomic status (SES) and level of education. Thus, we explored whether fluid intelligence is separately related to convergent and divergent thinking and whether the abovementioned demographic and contextual qualities moderate these relationships. Our findings suggest that both years of education and SES are important in fluid intelligence, divergent and convergent thinking, and, therefore, are likely to be influential in creative thinking. Number of languages spoken had some (negative) association with fluid intelligence but was not significantly related to either convergent or divergent thinking. Further, neither age nor sex were significantly associated with fluid intelligence, divergent thinking, or convergent thinking.