Threshold Effects of Creative Problem-Solving Attributes on Creativity in the Math Abilities of Taiwanese Upper Elementary Students

Chia-Yi Lin

doi:10.1155/2017/4571383

Abstract

This study aimed to help determine what the typology of math creative problem-solving is. Different from studies that have discussed the threshold effect between creativity and intelligence, this research investigated the threshold effect between creativity and other attributes. The typology of the math creative problem-solving abilities of 409 fifth- and sixth-grade Taiwanese students was identified and compared in this study. A Creative Problem-Solving Attribute Instrument was devised for this study, with the aim of measuring students’ perceptions on their motivation, knowledge, and skills, both in general and in specific domains. Divergent and convergent thinking were also measured. Cluster analyses yielded three creative problem-solving typologies: High, Medium, and Low. The High Attribute group scored significantly higher in the Math Creative Problem-Solving Ability Test than did the Medium Attribute and Low Attribute groups. The results suggest a threshold effect from several attributes—divergent thinking, convergent thinking, motivation, general knowledge and skills, domain-specific knowledge and skills, and environment—on students’ creative problem-solving abilities. Balanced development of attributes may be an important consideration in nurturing creativity in children.

Highlights

Creative problem-solving is crucial for the improvement of society and is important for the activities we do in our daily lives [1, 2]
Confirmatory factor analysis was conducted to examine if the hypothesized fivefactor structure, which was believed to underlie the factors in the Creative Problem-Solving Attributes Inventory (CPSAI), fits the data
Creative problem-solving is essential for human beings to solve the complex challenges we face [3]

Summary

Introduction

Creative problem-solving is crucial for the improvement of society and is important for the activities we do in our daily lives [1, 2]. Creativity and the ability to solve problems creatively are considered essential skills that future talent must be equipped with [3]. Creativity is a necessary component of creative problem-solving ability. It is necessary to characterize the relationship between problem-solving (in general) and creativity. Some researchers believe the process of creativity constitutes the whole of the problem-solving process, from problem finding to executing a plan [10]. Guilford [11] associated creativity with problem-solving and identified four stages of the creative process: (1) recognition of an existing problem; (2) production of a number of relevant ideas; (3)

Objectives

Methods

Conclusion