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Kevin McGrew, PhD
Educational Psychologist
Director, IAP
www.themindhub.com
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Web of Knowledge Table of Contents Alert
>
> Journal Name: EDUCATIONAL PSYCHOLOGY (ISSN: 0144-3410)
> Issue: Vol. 33 No. 5, 2013
> IDS#: 212RA
> Alert Expires: 10 JAN 2014
> Number of Articles in Issue: 7 (7 included in this e-mail)
> Organization ID: c4f3d919329a46768459d3e35b8102e6
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> Note: Instructions on how to purchase the full text of an article and Thomson Reuters Science Contact information are at the end of the e-mail.
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>
>
> *Pages: 521-539 (Article)
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>
> Title:
> Conceptions of creativity among Hong Kong university students
>
> Authors:
> Zhang, LF
>
> Source:
> *EDUCATIONAL PSYCHOLOGY*, 33 (5):521-539; SI AUG 1 2013
>
> Abstract:
> This research had two objectives. The first was to determine the
> reliability and validity of the multifaceted assessment of creativity
> (MAC) for evaluating Hong Kong university students' conceptions of
> creativity. The second was to establish if the theory-practice and
> gender gaps discovered among mainland Chinese university students would
> be replicated. The theoretical foundation for the MAC is the investment
> theory of creativity. Participants were 156 university students in Hong
> Kong. Results showed that Hong Kong university students' conceptions of
> creativity fit well with the six resources for creativity measured by
> the MAC: intelligence, knowledge, intellectual style, personality,
> motivation and environment. The present data not only confirmed the
> theory-practice and gender discrepancies previously found among mainland
> Chinese university students, but also revealed an additional gap - a
> theory-practice gap found only in participants' evaluation of female
> school students. Implications are discussed for research and for the
> psychology of teaching and learning.
>
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>
>
> *Pages: 540-560 (Article)
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>
> Title:
> The effects of classroom goal structures on the creativity of junior high school students
>
> Authors:
> Peng, SL; Cherng, BL; Chen, HC
>
> Source:
> *EDUCATIONAL PSYCHOLOGY*, 33 (5):540-560; SI AUG 1 2013
>
> Abstract:
> Previous studies have indicated that situational factors can influence
> students' creativity. However, no studies have specifically examined the
> relationship between classroom goal structures and student creativity
> during real classroom activities. For this study, we recruited 232
> seventh-grade students from Taipei City and randomly divided them into
> the following three classroom goal structure groups at the start of the
> semester: an enhanced group with a mastery classroom goal structure, an
> enhanced group with a multiple (mastery and performance) classroom goal
> structure and a control group. Before receiving the experimental
> manipulation, the students' level of creativity showed no significant
> differences. After six weeks, the students in the enhanced groups with
> mastery classroom goal structure and multiple classroom goal structure
> exhibited superior fluency, flexibility and creativity compared to those
> in the control group. However, the creativity of the students in the
> enhanced groups with mastery classroom goal structure and multiple
> classroom goal structure showed no significant difference. This
> indicates that the mastery classroom goal structure itself can
> sufficiently enhance students' creativity. The results of this study
> support the existence of a causal relationship between classroom goal
> structures and student creativity. When teachers develop an appropriate
> learning climate in classrooms with an emphasis on mastery goals,
> students' creativity and creative expression can be stimulated. We also
> discuss the theoretical and extendable implications of this study based
> on the results.
>
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>
>
> *Pages: 561-581 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000323999300003
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>
> Title:
> Imagination and creativity: wellsprings and streams of education - the Taiwan experience
>
> Authors:
> Wu, JJ; Albanese, DL
>
> Source:
> *EDUCATIONAL PSYCHOLOGY*, 33 (5):561-581; SI AUG 1 2013
>
> Abstract:
> Creativity and imagination in education are increasingly emphasised
> around the world. However, a lack of these qualities in Chinese
> societies has been discussed in the academia and popular media, and
> attributed to various factors, standardised testing chief among them. In
> Taiwan, a team of scholars working with the Ministry of Education has,
> since the turn of the century, made special efforts to do research and
> promote creativity and imagination in education. This paper traces the
> development of policies and action plans and the implementation of
> creativity education and imagination in education programmes in Taiwan.
> Both programmes start from elementary school and go through higher
> education, and also include lifelong learners and administrators; they
> are, thus, inclusive of all levels within Taiwan's educational system.
> This paper cites examples of the action plans and their effects.
> Finally, implications for educational policy and teaching and learning
> are drawn from the Taiwan experience.
>
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>
>
> *Pages: 582-595 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000323999300004
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>
> Title:
> Uniqueness, integration or separation? exploring the nature of creativity through creative writing by elementary school students in Taiwan
>
> Authors:
> Chu, TL; Lin, WW
>
> Source:
> *EDUCATIONAL PSYCHOLOGY*, 33 (5):582-595; SI AUG 1 2013
>
> Abstract:
> The primary goal of our study was to investigate the importance of
> originality in divergent thinking (DT) tests and to determine whether
> originality is the best reflection of creativity. To accomplish this, we
> cross-validated the DT test and creative writing task rating by
> consensual assessment technique (CAT). Thirty-seven elementary school
> pupils (18 males, 19 females) were asked to complete the imagination
> test (a type of DT test) and a creative writing task (If I were a
> principal') with CAT rating. The composite creativity score, sub-scores
> and originality-ratio score derived from the DT and CAT-creativity
> scores were obtained. The data were analysed using Pearson
> product-moment correlations and the difference analysis of these
> correlation coefficients. The results revealed a significantly higher
> correlation between DT-originality and CAT-creativity than between
> DT-composite creativity and CAT-creativity, and the originality-ratio
> score was more highly correlated with CAT than with the other scores. We
> confirmed the importance of originality in DT tests, and we here propose
> primary (originality) and supportive (fluency and flexibility) abilities
> as alternative ways to explain creative potential.
>
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>
>
> *Pages: 596-615 (Article)
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>
> Title:
> Designing a "creativity and assessment scale' for arts education
>
> Authors:
> Leong, S; Qiu, XL
>
> Source:
> *EDUCATIONAL PSYCHOLOGY*, 33 (5):596-615; SI AUG 1 2013
>
> Abstract:
> Having accurate insights of teachers' conceptions of creativity and the
> role of assessment in arts education would inform education policy,
> training programmes and the measurement of learning outcomes. Yet no
> study has been found to examine the relationship between teachers'
> conceptions of creativity and their conceptions of assessment in arts
> education. Additionally, there is no suitable instrument found that has
> been designed for measuring the interactions between teachers'
> conceptions of creativity and their conceptions of assessment practice
> in arts education. The study has successfully developed and validated an
> instrument for use in arts education with satisfactory psychometric
> properties and sensitivity to respondents' gender and major area of
> study. It has enabled the study to obtain useful findings that
> illustrate the importance of studying the conceptions of creativity and
> assessment practices, and discussed key issues raised in four areas:
> conceptions held vs. practice realities; giftedness and talent in the
> arts; skills development and the creative environment; and creativity
> and assessment. These could provide important insights for pedagogy
> development, teacher evaluation, as well as decision and policy-making
> in educational reform, teacher education, professional development and
> research.
>
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>
>
> *Pages: 616-627 (Article)
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>
> Title:
> Psychological adjustment of creative children: perspectives from self, peer and teacher
>
> Authors:
> Li, WL; Poon, JCY; Tong, TMY; Lau, S
>
> Source:
> *EDUCATIONAL PSYCHOLOGY*, 33 (5):616-627; SI AUG 1 2013
>
> Abstract:
> Previous research in the literature on the relationships between
> creativity and psychological adjustment tended to use only one or two
> sources of creativity assessment and focus on a few aspects of
> adjustment. To examine creative children's psychological adjustment more
> thoroughly, this exploratory study assessed children's creativity from
> multiple sources (objective assessment, teachers and peers) and
> incorporated multiple aspects of adjustment (self-concept, popularity
> and sociability). The sample consisted of 53 primary school children.
> Findings revealed that 10% of the children were selected by both
> teachers and peers as creative, among whom half of these children were
> identified as creative based on their creativity scores. Those
> identified as creative based on the Wallach-Kogan creativity tests
> scores were more popular and perceived to possess sociability-leadership
> traits. Children perceived by teachers as creative saw themselves as
> better in academic, social and general self-concept. Finally, those
> perceived by peers as creative rated themselves as better in appearance
> self-concept. These findings provide a foundation for further research,
> and their implications are discussed.
>
> ========================================================================
>
>
> *Pages: 628-643 (Article)
> *View Full Record: http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcAuth=Alerting&SrcApp=Alerting&DestApp=CCC&DestLinkType=FullRecord;KeyUT=CCC:000323999300007
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>
> Title:
> Chinese students' perceptions of their creativity and their perceptions of Western students' creativity
>
> Authors:
> Wang, BX; Greenwood, KM
>
> Source:
> *EDUCATIONAL PSYCHOLOGY*, 33 (5):628-643; SI AUG 1 2013
>
> Abstract:
> This paper applies the Four C Model of Creativity (Big-C, little-c,
> mini-c and Pro-c') to determine Chinese students' perceptions of their
> own creativity and their perceptions of Western students' creativity. By
> surveying 100 Chinese students and interviewing 10 of them, this paper
> discovered that Chinese students generally perceived their creativity to
> be less than that of Western students. Differences on mini-c and Pro-c
> were larger in the direction of Western students being superior, and the
> items that differed in the opposite direction and those which did not
> differ were part of the subset of little-c items. The perceived
> superiority of Western students was not as strong in final-year
> students. Suggestions are proposed on how to nurture students'
> creativity within context of culture.
>
>
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