主客观特征的相关性:高校学生的创新行为评估

Inés Álvarez-Icaza, Paloma Suárez-Brito, Jaime Alvarez, J. Molina-Espinosa
{"title":"主客观特征的相关性:高校学生的创新行为评估","authors":"Inés Álvarez-Icaza, Paloma Suárez-Brito, Jaime Alvarez, J. Molina-Espinosa","doi":"10.3389/feduc.2024.1387150","DOIUrl":null,"url":null,"abstract":"Creativity is a 21st Century skill. Promoting problem-solving and attending to global complex issues in formative learning experiences and professional endeavors is considered necessary. The assessment of creativity in higher education is a challenge itself due to few objective instruments for Spanish speakers and Latin populations considering this skill as key for current and future challenges. In addition to formal creativity training, which is based on curricula formed by a set of tools and processes, there is also the role of self-perception over this skill. The objective profile is the expected performance, while the subjective is seen as a self-declared ability. In this sense, having a proper assessment of creative behavior allows to align the intentions of institutions and educators toward an integrated professional profile in a multidisciplinary manner. In this study, the Creative Behavior Assessment Instrument was applied to pre-graduates from Creative Studies (CS; Design, Architecture, Digital Animation, and Communication) areas and other disciplines to answer three main research questions (1) Are CS students more creative than other discipline students?; (2) How does fluency vary between students from different disciplines?; (3) Is there coherence between the objective and subjective responses to the instrument? The methodological approach for this study is mixed methods, focusing on total score, visuospatial ability, fluidity, and self-perception. Results are discussed in terms of the difference shown by the students’ objective/subjective profiles in relation to their discipline, the relevance of promoting creativity in higher education, and the implications of individual differences regarding the subjective profile.","PeriodicalId":508739,"journal":{"name":"Frontiers in Education","volume":" 9","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Relevance of objective and subjective profile: creative behavior assessment in higher education students\",\"authors\":\"Inés Álvarez-Icaza, Paloma Suárez-Brito, Jaime Alvarez, J. Molina-Espinosa\",\"doi\":\"10.3389/feduc.2024.1387150\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Creativity is a 21st Century skill. Promoting problem-solving and attending to global complex issues in formative learning experiences and professional endeavors is considered necessary. The assessment of creativity in higher education is a challenge itself due to few objective instruments for Spanish speakers and Latin populations considering this skill as key for current and future challenges. In addition to formal creativity training, which is based on curricula formed by a set of tools and processes, there is also the role of self-perception over this skill. The objective profile is the expected performance, while the subjective is seen as a self-declared ability. In this sense, having a proper assessment of creative behavior allows to align the intentions of institutions and educators toward an integrated professional profile in a multidisciplinary manner. In this study, the Creative Behavior Assessment Instrument was applied to pre-graduates from Creative Studies (CS; Design, Architecture, Digital Animation, and Communication) areas and other disciplines to answer three main research questions (1) Are CS students more creative than other discipline students?; (2) How does fluency vary between students from different disciplines?; (3) Is there coherence between the objective and subjective responses to the instrument? The methodological approach for this study is mixed methods, focusing on total score, visuospatial ability, fluidity, and self-perception. Results are discussed in terms of the difference shown by the students’ objective/subjective profiles in relation to their discipline, the relevance of promoting creativity in higher education, and the implications of individual differences regarding the subjective profile.\",\"PeriodicalId\":508739,\"journal\":{\"name\":\"Frontiers in Education\",\"volume\":\" 9\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2024-07-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Frontiers in Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.3389/feduc.2024.1387150\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Frontiers in Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3389/feduc.2024.1387150","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

摘要

创造力是 21 世纪的一项技能。在形成性学习经验和专业工作中促进解决问题和关注全球复杂问题被认为是必要的。在高等教育中对创造力进行评估本身就是一项挑战,因为很少有针对讲西班牙语的人的客观工具,而拉丁语系的人则认为这种技能是应对当前和未来挑战的关键。除了正规的创造力培训(基于由一系列工具和程序组成的课程)之外,还有对这一技能的自我认知。客观情况是预期的表现,而主观情况则是自我宣称的能力。从这个意义上说,对创造性行为进行适当的评估,可以使教育机构和教育工作者的意图与多学科的综合专业概况保持一致。在本研究中,创意行为评估工具适用于创意研究(CS;设计、建筑、数字动画和传播)领域和其他学科的预科生,以回答三个主要研究问题:(1)CS 学生是否比其他学科的学生更有创造力;(2)不同学科的学生在流畅性方面有何差异;(3)对该工具的客观反应和主观反应是否一致?本研究采用混合方法,重点关注总分、视觉空间能力、流畅性和自我认知。研究结果将从学生的客观/主观特征与学科之间的差异、在高等教育中促进创造力的相关性以及个体差异对主观特征的影响等方面进行讨论。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Relevance of objective and subjective profile: creative behavior assessment in higher education students
Creativity is a 21st Century skill. Promoting problem-solving and attending to global complex issues in formative learning experiences and professional endeavors is considered necessary. The assessment of creativity in higher education is a challenge itself due to few objective instruments for Spanish speakers and Latin populations considering this skill as key for current and future challenges. In addition to formal creativity training, which is based on curricula formed by a set of tools and processes, there is also the role of self-perception over this skill. The objective profile is the expected performance, while the subjective is seen as a self-declared ability. In this sense, having a proper assessment of creative behavior allows to align the intentions of institutions and educators toward an integrated professional profile in a multidisciplinary manner. In this study, the Creative Behavior Assessment Instrument was applied to pre-graduates from Creative Studies (CS; Design, Architecture, Digital Animation, and Communication) areas and other disciplines to answer three main research questions (1) Are CS students more creative than other discipline students?; (2) How does fluency vary between students from different disciplines?; (3) Is there coherence between the objective and subjective responses to the instrument? The methodological approach for this study is mixed methods, focusing on total score, visuospatial ability, fluidity, and self-perception. Results are discussed in terms of the difference shown by the students’ objective/subjective profiles in relation to their discipline, the relevance of promoting creativity in higher education, and the implications of individual differences regarding the subjective profile.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
期刊最新文献
Future skills for Industry 4.0 integration and innovative learning for continuing engineering education Enhancing institutional integration and enjoyment among Saudi female physical education students: exploring the mediation of motivation and psychological needs satisfaction Scientific creativity in secondary students and its relationship with STEM-related attitudes, engagement and work intentions Instructor enthusiasm in online lectures: how vocal enthusiasm impacts student engagement, learning, and memory Flipping the anatomy classroom: a comparative analysis of 16-week and 8-week courses in a community college
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1