Creative Thinking Styles Research Articles

A Study of Psychological Features Related to Creative Thinking Styles of University Students.

The relevance of the study is conditioned by the need for competitive, non-standard-thinking specialists who can shift from conventional thinking patterns, and quickly solve problems and situations, i.e., show creativity in certain conditions, as a quality inherent in every person who strives for comprehensive development. The purpose of the study is to determine the psychological features of the integral and creative style of thinking of students in the conditions of linguistic multiculturalism in the educational process and to identify factors and conditions that contribute to the most effective development of creativity. For theoretical investigation of the material, such methods as research and analysis of scientific literature and systematisation were used. As part of a practical investigation of the psychological characteristics of the creative personality of students, psychological and diagnostic techniques were selected and used. The result of this article is the identification of the psychological characteristics of the integral and creative style of thinking of students within a linguistic multicultural educational context. The research establishes the connection between creativity, as an integral quality, and intelligence, emphasizing the potential development of originality, independent thought, and idea generation. The study underscores the importance of fostering creative thinking within a multicultural linguistic framework and highlights the pivotal role of higher education and multicultural environments in nurturing essential professional qualities for future specialists. The practical importance of the study lies in the fact that its materials are of theoretical value for teachers of higher education, in particular, supervisors of student groups, and for students of various pedagogical and psychological specialities.

Innovative educational environment of the university as a factor in the development of integrative and creative thinking of a multilingual person

Relevance. The relevance of the study is conditioned by the need of modern society in specialists who are able to develop and improve their professional competence in accordance with the rapid and dynamic changes of society.Purpose. The purpose of the study is to determine effective methods and approaches in the development of an integrative and creative style of thinking of students in higher educational institutions.Methodology. The theoretical and methodological basis is the synthesis of qualitative methods of structural and functional analysis of innovative approaches in higher education, and an analytical investigation of the development of integrative and creative thinking style of multilingual students.Results. This study presents the results reflecting the problem of implementing innovative approaches in the educational process, their content, forms, and methods of teaching. The paper also reveals the issues of psychological and pedagogical conditions for the development of creative and integrative thinking styles of students. The data obtained reflect the problem of adaptive learning technologies in the educational system, in particular, its individualisation in accordance with the learning vector of a multilingual person. At the same time, the paper examines the features of motivation and cognitive activity of multilingual students, the development of their divergent thinking and non-standard approach to solving problems associated with their future professional activities. In addition, as part of the scientific research, an experiment was conducted on the effectiveness of introducing innovative methods into the educational process, and a model was developed for improving pedagogical approaches in working with multilingual individuals to ensure a purposeful process of developing integrative and creative thinking in them.

Thinking Style Moderates the Impact of the Classroom Environment on Language Creativity.

The classroom environment significantly affects the development of creativity. This study examined the impact of the classroom environment on students' creativity and the moderating role of thinking styles in this relationship. For this study, we recruited 451 students from six secondary schools. Data were collected using the Chinese Language Creativity Test, Classroom Environment Inventory, and Thinking Styles Inventory. Hierarchical regression analysis examined the moderating effect of thinking styles on the relationship between the classroom environment and creativity. The results showed that peer relationships in the classroom environment negatively influence students' fluency and originality in creativity. At the same time, teachers' evaluation and teaching methods positively affect the fluency of creativity. Thinking styles moderated the impact of the classroom environment on language creativity. This study identified four different moderating effects: the thinking styles matching the classroom environment can enhance language creativity, whereas the mismatched ones hinder it. However, matching would limit language creativity for individuals with creative thinking styles (e.g., legislative and anarchic thinking styles), while a mismatch can boost creative performance. The findings help educators understand students' creativity with different thinking styles in various classroom environments and provide individualized and effective strategies for optimizing educational environments and enhancing language creativity.

The Effects of Thinking Styles and Inventive Problem-Solving on the Problem-Solving Skills for Design and Technology Students

The Creative Critical Thinking Skills Model aims to apply a critical and creative thinking style to students so that they can solve inventive problems well. However, teachers overlook the importance of this thinking style because they focus on inventive problem solving. Thus, a teaching module based on the Meyer Model has been developed to help teachers teach inventive problem-solving skills. This module has been developed by combining critical and creative thinking styles and the Theory of Inventive Problem Solving (TRIZ) which is a theory that uses structured and systematic methods to solve inventive problems. This study aims to evaluate the effect of module implementation on the achievement of Inventive Problem-Solving Skills of standard four Design and Technology students in five aspects (i) problem situation (ii) problem cause (iii) strategy and approach (iv) solvability (v) innovation. This study used a quantitative approach with a quasi-experimental design. A total of 106 students were selected by cluster of random sampling and divided into 2 group which is control group (CG) and treatment group (TR). The research instrument used pre-test and post-test set to measure Inventive Problem-solving skills (IPSS) achievement. The results of the test analysis show that there is a significant improvement in the five aspects of the student's IPSS. In conclusion, the TRIZ-based Thinking Style Module help teachers in teaching and learning in the classroom, especially in generating ideas to solve problems. The exposure of critical and creative thinking styles in this module also indirectly guides users to have a balanced style which has the potential to solve problems more effectively.

The Dispute Between Thinking Styles and Thinking Skills Among Technical Students

Thinking style is one thing that can help students in solving problems by knowing the students' own style. The style of thinking is not an ability but more towards how to use the existing abilities of each individual. Similarly, thinking skills can help students to solve problems and can make students smart in thinking about things. Thinking skills can be formulated as the process of using the mind to find a solution or understanding of something. Thinking skills also allow students to integrate each newly experienced experience into each individual’s mind box. The aim of this study was to identify the thinking style patterns and the level of thinking skills between the demographic factors among technical students. The design of this study was descriptive and inferential with a quantitative approach. A total of 273 technical students from the Faculty of Technical and Vocational Education (FPTV) at Universiti Tun Hussein Onn Malaysia (UTHM) were randomly selected as a sample covering the fields of Building Construction (BBB), Catering (BBC), Welding and Metal Fabrication (BBD), Electrical and Electronics (BBE), Creative Multimedia (BBF) and Refrigeration and Air Conditioning (BBG). A set of modified questionnaires from past studies were used as research instruments. Majority of technical students have a balanced thinking style and follow a critical and creative thinking style. The majority of all technical students at FPTV has a level of mastery of all three thinking skills analytical, practical and creative. Among the three types of skills, the majority of technical students have a level of mastery of high practical thinking skills, followed by creative thinking skills and analytical thinking skills. It is hoped that this study can provide guidance to students, lecturers and institutions to improve the Way of teaching and learning in accordance with the thinking style and thinking skills of students.

The creative thinking profile: Predicting intrinsic motivation based on preferences for different creative thinking styles

Intrinsic motivation is widely considered essential to creativity because it facilitates more divergent thinking during problem solving. However, we argue that intrinsic motivation has been theorized too heavily as a unitary construct, overlooking various internal factors of a task that can shape the baseline level of intrinsic motivation people have for working on the task. Drawing on theories of cognitive styles, we develop a new scale that measures individual preferences for three different creative thinking styles that we call divergent thinking, bricoleurgent thinking, and emergent thinking. Through a multi-study approach consisting of exploratory factor analysis, confirmatory factor analysis, and convergent validity, we provide psychometric evidence showing that people can have distinct preferences for each cognitive process when generating ideas. Furthermore, when validating this scale through an experiment, we find that each style becomes more dominant in predicting overall enjoyment, engagement, and creativity based on different underlying structures of a task. Therefore, this paper makes both theoretical and empirical contributions to literature by unpacking intrinsic motivation, showing how the alignment between different creative thinking styles and task can be essential to predicting intrinsic motivation, thus reversing the direction of causality between the motivational and cognitive components of creativity typically assumed in literature.

Can Viewing Films Promote Creative Thinking Styles? Examining The Complex Roles of Personality and Meaning-Making

ABSTRACT Can watching avant-garde film temporarily shift individuals’ thinking styles? What factors influence how individuals respond to avant-garde films? The perception of meaning is a critical element in the positive reception of visual artworks and may be an important mediating step in influencing creative thought. This highlights a unique problem for art forms in which meaning is more open to interpretation, such as avant-garde art. Past research indicates a relationship between preference for nonrepresentational art forms and schizotypy; this may be driven by differences in the ability to perceive meaning. In two studies, we investigate the ability of two film types to promote two correlates of creativity, overinclusive thinking – characterized by conceptual expansion – and creative inspiration, as a function of meaning-making and schizotypy. We find that lower levels of schizotypy predict greater perceived meaning from a conventional film, which in turn mediates an effect on overinclusive thinking and creative inspiration. We further find that once schizotypy and meaning-making are held constant, viewing an avant-garde film leads to greater overinclusive thinking. The results suggest that it may be necessary for individuals lower in schizotypy to experience a film as meaningful in order to be afforded further cognitive opportunities related to creative thinking.

The Creative Thinking Profile: Measuring Internal Preferences for Multiple Creative Thinking Styles

Creative problem solving in organizations is getting more complex, and yet theory on creative thinking has remained stagnant as scholars have argued for the need to better understand the multifaceted nature of creativity. This paper helps advance research on this topic by developing and validating a new scale that measures individual preferences for multiple creative thinking styles. Drawing upon a wide range of literature that has theorized about several cognitive processes people can use to generate novel and useful ideas on a task, we found evidence through psychometric research that people can have distinct preferences for three different thinking styles, which we call divergent thinking, bricoleurgent thinking, and emergent thinking. Furthermore, when validating this scale through an experiment, we found that each style seems to be more strongly aligned with different underlying structures of a creative task, which varied based on the degree to which the problem was either open versus closed and the resources available were either abundant versus constrained. Altogether, this paper makes both theoretical and empirical contributions by developing a scale that integrates multiple thinking styles into a creative thinking profile, which can help scholars better understand—and study—the complex nature of creativity in future research.

Evaluation of the Content of Math Courses at the Faculty of Education- Sana’a University in light of Quality Standards

This study aimed to examine the availability of quality standards pertinent to mathematical thinking styles, objectivity and creative problem solving in math courses at the Faculty of Education, Sana’a University. To achieve this, the descriptive analytical method was used. Checklists for analyzing the math content were developed and a questionnaire was used to check their validity. The instuments were applied to a smple of four courses of the 3rd and 4th levels. The study results revealed that the total weights of deductive and inductive mathematical thinking were 69.66% and 30.34% respectively. This percentage covered the quality of thinking styles being comprehensively represented in all the courses as follows: correlational thinking style, the highest type, scored 65.43%; thinking style using symbols scored 20.61%; other styles of mathematical thinking were represented in the content by varied percentages, ranging from 0% to 10.78%. These other styles include reflective, systematic, strategic, critical, accurate and creative thinking styles. The course content lacked creative problem solving questions. Further, the results of the Chi-square test showed statisitically significant differences at 0.01 regarding the quality standards of mathematical thinking, objectivity and creative problem solving. This means that the courses do not achieve the quality standards of developing thinking styles and creative problem solving among student-teachers.

Evaluation of the Content of Math Courses at the Faculty of Education- Sana’a University in light of Quality Standards

This study aimed to examine the availability of quality standards pertinent to mathematical thinking styles, objectivity and creative problem solving in math courses at the Faculty of Education, Sana’a University. To achieve this, the descriptive analytical method was used. Checklists for analyzing the math content were developed and a questionnaire was used to check their validity. The instuments were applied to a smple of four courses of the 3rd and 4th levels. The study results revealed that the total weights of deductive and inductive mathematical thinking were 69.66% and 30.34% respectively. This percentage covered the quality of thinking styles being comprehensively represented in all the courses as follows: correlational thinking style, the highest type, scored 65.43%; thinking style using symbols scored 20.61%; other styles of mathematical thinking were represented in the content by varied percentages, ranging from 0% to 10.78%. These other styles include reflective, systematic, strategic, critical, accurate and creative thinking styles. The course content lacked creative problem solving questions. Further, the results of the Chi-square test showed statisitically significant differences at 0.01 regarding the quality standards of mathematical thinking, objectivity and creative problem solving. This means that the courses do not achieve the quality standards of developing thinking styles and creative problem solving among student-teachers.

The Value of Ho Chi Minh's Ideology, Morality and Style to the Vietnamese Nation Today

This article aims to clarify the basic contents of leader Ho Chi Minh's ideology, morality and style that are valuable to the Vietnamese nation. In fact, Vietnam has been proving the miraculous vitality of Ho Chi Minh's ideology on the path and goals of national development, on the strategy of great national unity and international solidarity, innovative thinking, culture and humanities. His moral example and views on revolutionary ethical standards and ethical practice principles are the red thread throughout the progress of progressive and civilized human development. His style is extremely lively, natural, unique, attractive, magical in daily activities and behavior, which is shown as independent, self-directed and creative thinking style; scientific, democratic and mass working style; modest, polite, sincere, warm, natural and flexible behavior style; simple, clean, moderate, moderate living style. These legacies form a consistent whole in Ho Chi Minh's people, have deep scientific, theoretical and practical values ​​in terms of ethics and aesthetics, consistent with the history of the Vietnamese nation and the development trend of mankind.

Thinking Styles among Technical Students in TVET: Differences in Thinking Styles by Students’ Demographic

A thinking style is the way an individual acquires, processes and organises information, as well as forming ideas and views, solving problems, making decisions and articulating self-expression. Each individual has his or her own style of thinking in learning, solving problems, or even in designing products. The purpose of this study is to analyse the pattern of Chua thinking styles among technical students. A total of 351 technical students comprising of Civil Engineering, Mechanical Engineering and Electrical Engineering students at Sultan Abdul Halim Muad’zam Shah Polytechnic were randomly selected as the study sample. The design of this study was a form of survey study using a quantitative approach. The Yan Piaw Creative-Critical Styles Test, developed by Chua (2004), was used as the research instrument. Data were analysed using SPSS software and presented in the form of mean, frequency, and percentage. The findings show that the dominant thinking style is the balanced thinking style, with 166 respondents (47.3%). It is followed by the critical thinking style in 153 respondents (43.6%) and the creative thinking style in 32 respondents (9.1%). However, none of the students has a high creative thinking style and a high critical thinking style. The findings also show that there is no statistically significant difference in Chua thinking styles by gender, age, years of study and field of study. In general, it can be concluded that technical students are most inclined to a balanced thinking style, which is to have a balanced thinking in terms of creative and critical thinking styles. As such, an individual’s thinking style will have an impact on learning to solve problems in product design.

Analysis of critical-creative thinking styles and their implications on self efficacy teacher pree service

Critical-creative thinking styles and self-efficacy are important things in facing the 4.0 industrial revolution. This study conducted to analyze the critical-creative thinking style and its implications for prospective teachers’ self-efficacy. The method used is a survey method. The instrument for creative-critical thinking using Yanpiaw Creative-critical Styles (YCCS) test. The YCCS instrument has standardized with critical-creative thinking skills tests such as WGCTA (The Watson-Glaser Critical Thinking Appraisal) and TTCT (Torrance Test Creative Thinking). The results of the analysis show that (1) student-teacher prospective teachers do not have a supercritical or super creative thinking style, (2) prospective pre-service teacher are more dominant in having an intermediate thinking style, (3) pre-service teacher with a higher critical-creative thinking style have more significant implication for self-efficacy, compared intermediate thinking style.

Покращення когнітивного та творчого мислення через використання інноваційних педагогічних технологій у процесі професійної підготовки

This study reveals the effect of a sustainable training program, based on the technology-mediated learning environment , cognitive load, and self-efficacy has on cognitive and creative thinking styles through increasing learning motivation. The experimental model was based on five hypotheses which were as follows: (1) technology-mediated learning environment will positively affect cognitive and creative thinking styles; (2) technology-mediated learning environment will positively affect students’ learning motivation; (3) the cognitive and creativity purpose load will contribute to students’ learning motivation; (4) self-efficacy will considerably affect learning motivation; (5) learning motivation will substantially affect fostering cognitive and creative thinking styles. Cognitive reflection test, creative personality scale, the questionnaires were used to collect data. SPSS and SmartPLS statistical analysis tools were used to process collected data. A descriptive statistical analysis was used to analyse general information from the first section of the questionnaire. The partial least square (PLS) was applied to process the second section of the questionnaire. A confirmatory factor analysis (CFA) was used to exercise a measurement model, and then a structural model was employed to investigate the path analysis of the potential factors. The results of this study found that the technology-mediated learning environment improved cognitive and creative thinking styles through increasing learning motivation. This study confirms that there is a positive relationship between learning motivation and the development of cognitive and creative thinking styles. However, the study proved the fact that when students are overloaded with cognitive tasks, they are not able to manage to be engaged in critical thinking or creativity purpose activity productively. The research result could provide design guidelines for organising cross-disciplinary and cross-institutional teaching-learning environments.

The Development of Creative Thinking as a Tool of Social Adaptation of Teenagers with Behaviour Deviation

The purpose of this study was to examine whether the activities aimed at developing creative thinking had rendered the social adaptation of adolescents with deviant behaviour smooth and evaluate the changes which had resulted from that engagement. The research data were collected through the use of project checklists, student learning outcomes analysis, interviews with teachers and parents, questionnaires. This study used SPSS and SmartPLS statistical analysis tools to analyze the above data and Textalyser application to process the focus group responses. The study found that the participation of the secondary school students with behaviour deviation in legacy projects make their social adaptation easier, improves their social skills and creative thinking style. This study confirms that there is a positive relationship between socially important creative activities, learning motivation and development of creative thinking styles. It has been found that, despite the considerable amount of research regarding the use of creative activity to develop social adaptation skills in adolescents, the problem of social adaptation of adolescents with behaviour deviation has not been sufficiently explored through engaging them in activities aimed at developing creative thinking. The process of social adaptation of adolescents with behaviour deviation is complex and the creative component is in place there, since it supplies the educational process with irreplaceable pedagogical tools that have the potential to "restart" the student’s physiological and psycho-motivational spheres.

Thinking Style Pattern among Design and Technology Teachers in Malaysia

Critical and creative thinking skills are vital in new Malaysia curriculum starting 2011. These skills are advised to be integrated in all subjects in school. Hence, knowing the teachers thinking style can be an advantage as this can give the impression on how the students will be. This study was conducted to identify the tendency to which creative critical thinking style of Design and Technology (DT) teachers across Malaysia. A total of 367 teachers are involved and required to answer the instrument known as YPCreative-Critical Test which consist of 34 items. This instrument was develop using Google Form and been send out to the respondent through email, Facebook, WhatsApp, Telegram and Instagram application to ease the teachers to respond online. The data then analyzed using descriptive statistic and inferential statistics. The finding from this study showed that nearly half of the DT teachers having balance thinking style. Creative thinking style has 35.4% of the total while critical thinking style 19%. None of our teachers has superior thinking style. The independent t-test result shows there is no significant difference thinking styles among DT teachers in gender.

Profile of pre-service physics teachers’ creative thinking skills on wave and optics course

Interference and diffraction are topics that are generally dominated by abstract concepts and concepts that states the name of a process that was commonly causes learning difficulties. This study aims to describe the profile of pre-service physics teachers’ (PPTs) thinking styles and creative thinking (CrT) skills on wave and optics courses. The study is a survey involved 46 fifth semester PPTs at one of the universities in Ternate city. Data related to PPTs’ thinking styles were collected through the Yanpiaw Creative-Critical Styles Test. Data related to PPTs’ CrT skills were collected through tests of CrT skills. The data of CrT skills were analyzed descriptively. Results revealed that the profile of CrT for the group of PPTs with creative thinking style can be categorized as high, while for the group of PPTs with balance, critical and superior critical thinking style can be categorized as low.

Pre-service physics teachers’ thinking styles and its relationship with critical thinking skills on learning interference and diffraction

This research is a survey that describes the profile of pre-service physics teachers (PPTs)’ thinking styles and critical thinking skills when they learning interference and diffraction. This survey involved 46 PPTs of fifth semester at one of the universities in Ternate city. Data related to PPTs’ thinking styles were collected through the Yanpiaw Creative-Critical Styles Test, while the data related to PPTs’ critical thinking skills were collected through tests of critical thinking skills. Data were analyzed by using quantitative descriptive technique. Based on the results of the data analysis, it was concluded that generally the PPTs’ critical thinking skills for the group of superior critical, critical and balance thinking styles can be categorized as low, while for the group of creative thinking style can be categorized as high. The map of thinking styles and critical thinking skills will be used as a reference in developing a model of gamification in the physics learning context.

Preschoolers’ Language Ability, Cognitive Ability, and Peer Relationships by Creative Thinking Group

Objective: This study explored the creative thinking styles of children according to cluster analyses and examined group differences in language ability, cognitive ability, and peer relationships. Methods: The study used the data from the 2012 Panel Study of Korean Children by the Korea Institute of Child Care and Education. The participants comprised 1,681 4-year-olds. Data were analyzed via cluster analyses, χ2 distributions, and ANOVA tests. Results and Conclusion: The results from the cluster analyses based on percentiles of the sub-factors of K-FCTYC (Korean Figural Creativity Test for Young Children) indicated four clusters: “divergent creative with openness,” “non-creative,” “divergent creative,” and “multiple creative.” Additionally, the four clusters differed by gender, language ability, cognitive ability, and peer relationships. Keywords: creativity, cluster analysis, gender difference, language ability, cognitive ability, peer relationships

Creative thinking style and the discovery of entrepreneurial opportunities in startups

It is generally accepted that the concept of entrepreneurship seeks to understand how opportunities are identified and exploited. However, academic research so far has been mainly conceptual. Consequently, it has been suggested that scholars in this field of research should be more concerned about the origin and nature of opportunities rather than their characteristics. The objective of this research was to explore the relationship between the creative thinking style used by the founder-manager and the type of entrepreneurial opportunity that he decided to exploit. This research empirically tested two types of creative thinking (adaptive and innovative) and two types of entrepreneurial opportunity (Kirznerian and Schumpeterian). Both perspectives have opposing views. To explore this relationship, a gradual statistical analysis of the answers provided by 116 founder-managers of startups was compiled. First, a confirmatory factor analysis was performed in order to test scale´s components. Second, correlation and regression analysis were used to analyze the relation between creative thinking and entrepreneurial opportunity. Results indicate that the thinking style that prefers to generate original ideas when confronted with a problem is strongly related to the innovative entrepreneurial opportunities, requiring intellectual creativity from the manager leading to a wealth of new information. Similarly, a thinking style that prefers exhaustive, accurate and methodical styles is related to the incremental entrepreneurial opportunities, relying on existing patterns to make things better. Other relationships between the creative thinking style and the entrepreneurial opportunity are identified in the document, as well as theoretical and practical implications of each of them.