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Unpacking Plurilingual Creativity: How Motivation Mediates the Link Between Pluriculturalism and Divergent Thinking

Wed, 01 Jan 2025 00:00:00 GMT

Tytuł: Unpacking Plurilingual Creativity: How Motivation Mediates the Link Between Pluriculturalism and Divergent Thinking Autorzy: Kharkhurin, Anatoliy V.; Koncha, Valeriya Abstrakt: This study aimed to test how individuals’ motivational characteristics may mediate the relations of plurilingualism/pluriculturalism with divergent thinking. Two hundred sixty-one individuals were recruited using a simple random sampling method. Data collection included assessments of plurilingual experience (measured by the abridged version of Multilingual and Multicultural Experience Questionnaire), multicultural experience and desire (measured by Multicultural Experience Questionnaire), intercultural competence (measured by Integrative Intercultural Competence Survey), motivational characteristics (measured by The Scale for Rating Behavioral Characteristics of Superior Students), and divergent thinking (measured by Unusual Uses test). Regression analyses using mediation models demonstrated that motivational characteristics mediate the association between intercultural competence and divergent thinking components. Motivational characteristics also mediate between multicultural experience/desire and divergent thinking components. By introducing motivational characteristics as a mediating factor, these findings can further explain the underlying mechanism of plurilingual creativity.

Creative Integration of Artificial Intelligence (AI) Tools in Effective Teaching

Wed, 01 Jan 2025 00:00:00 GMT

Tytuł: Creative Integration of Artificial Intelligence (AI) Tools in Effective Teaching Autorzy: Filipov, Mia; Mikulić, Katarina; Mustač, Lucija Abstrakt: The expansion of artificial intelligence (AI) tools has brought about new opportunities and challenges for teachers and students. These tools have the potential to reshape teaching and stimulate both students’ and teachers’ creativity. In 21st-century education, creativity emerges as a key skill that encompasses problem-solving, innovation, adaptability, critical thinking, and cognitive development. AI tools also provide personalized assistance and feedback as well as customized study materials. Moreover, they have proven beneficial in cultivating critical thinking and enhancing students’ research skills. Instead of questioning teachers’ preparedness for AI technologies, the focus should be on discovering ways to effectively and creatively integrate these tools into the classroom. This paper explores the possibilities of implementing generative AI tools to promote students’ creativity, thus enhancing the overall quality of teaching. In the Croatian educational system, similarly to Poland, school pedagogues should encourage positive changes within the school culture. Therefore, this paper also underscores the role of school pedagogues in bridging the gap between teachers and AI tools as an educational innovation. School pedagogues should be instrumental in supporting teachers during the integration of AI tools into their teaching by showcasing practical applications and emphasizing potential benefits for student engagement and learning outcomes. In this capacity, school pedagogues bear the responsibility of fostering a reflective and critical approach towards AI tools, advocating creative yet responsible use of technology in the classroom.

The Impact of Creative Educational Climate on the Choreography of Fundamental Movement Sequences

Wed, 01 Jan 2025 00:00:00 GMT

Tytuł: The Impact of Creative Educational Climate on the Choreography of Fundamental Movement Sequences Autorzy: Mikó, Alexandra; Karsai, István; Kovács, Katalin Abstrakt: Since creativity is considered a key competence in the 21st century, its development deserves special attention in education. Research has shown that the key to fostering creativity lies in the manner in which the teacher creates a classroom environment that encourages it, and the teaching methods employed to deliver the curriculum. Skills related to creativity develop best when studentcentered teaching methods are applied. The objective of the present study is to examine the impact of a creative atmosphere and the integration of student-centered ap proaches on the creativity of university students enrolled in a music-based fundamental movement course. Altogether, 34 university students participated in the elective, music-based fundamental movement course, which was based on Rudolf Laban’s movement analysis system. The course lasted 13 weeks, with one 90-minute session per week. The teaching methodology was student-centered. The level of creativity was assessed using the Tóth Creativivty Assessment Scale (Tóth & Király, 2006). The creative learning process was evaluated through fundamental movement sequence (Mikó et al., 2024). Creative climate was surveyed using the School Creative Climate Questionnaire (Péter-Szarka et al., 2015). By the end of the course, significant changes were observed in the complexity (p < 0.001), thinking (p = 0.023), dominance (p = 0.013), and self-actualization (p = 0.006) sub-factors. Furthermore, by the end of the course participants had assembled significantly more varied (p = 0.022) choreography of fundamental movement. The results of the creative climate questionnaire demonstrate the group’s considerable influence in shaping the prevailing climate. In conclusion, our study reveals that even a 13-week course can induce positive changes in creativity.

Generating More Ideas Makes Me Feel Better, Yet I Still Like My First Idea: Metacognitive Decisions when Generating and Selecting Ideas

Wed, 01 Jan 2025 00:00:00 GMT

Tytuł: Generating More Ideas Makes Me Feel Better, Yet I Still Like My First Idea: Metacognitive Decisions when Generating and Selecting Ideas Autorzy: Puente-Díaz, Rogelio; Cavazos-Arroyo, Judith Abstrakt: In one experiment, we randomly assigned participants to either generate one or three ideas to open a new business. Participants were instructed that the ideas needed to be original and effective. Afterward, participants completed a battery of questionnaires assessing metacognitive feelings, comparative evaluations of the idea generated, and some demographics. Participants in the one-idea condition generated more original ideas only when compared to the first idea generated by participants in the three-idea condition. When we made a comparison between the most original and effective idea generated in the three-idea condition, participants in the three-idea condition generated more original and effective ideas than participants in the one-idea condition. Participants in the three-idea condition were not aware that they had generated more original and effective ideas than what they thought by selecting their most creative idea. The serial order effect was supported for evaluations of originality. Conversely, the evaluations of effectiveness showed the opposite pattern. All results were interpreted in light of creative metacogniton.